Bloom's Digital Taxonomy

Blooms Digital Taxonomy continues on with this ‘pedagogy first’ approach in digitally-assisted learning. It provides a framework for intentionally designing the learning tasks to promote higher-order thinking (Churches 2008). Achieving this by emphasising the cognitive processes in which students are required to engage in.

• Kolb (2020) highlights the importance of students manipulating information, evaluating data, and creating original conclusions and hypotheses when using digital tools.
• This strongly aligns with the inquiry-based learning, highlighted in the Australian Science curriculum (ACARA 2022).
• Howard & McMaster (2022) go on to describe the importance of selecting digital tools based on their capacity to deepen understanding and supporting disciplinary thinking than just an efficient way to achieve a learning outcome, or to merely ‘chunk’ a lesson plan.