Bloom’s taxonomy for the digital age student in a rural African context

Abstract

Bloom’s Taxonomy serves as an important guide for teachers in building their student’s cognition from low to high order thinking. This taxonomy has been widely implemented in face-to-face settings worldwide. With the increased use of technology and blended and online learning on the rise, there is a need for teachers to warm up to digital learning. Teachers must be innovative in using technology to improve the quality of education and its delivery. Bloom’s Digital Taxonomy serves as an updated original Bloom’s Taxonomy for designing technology-rich instruction for quality outcomes. This qualitative study explores the use of technology and digital tools to facilitate student learning experiences and outcomes in the modern era. The secondary data collected and analyzed was gathered from existing sources of information. The study recommends that for teachers to be proficient and achieve the best outcomes and add incentives for the students, there is a need to follow the utilization of Bloom’s Digital Taxonomy and consolidate innovation, following the application will get students closer to accomplishing their learning objectives. Teachers need support to prevent forestall disdain and advancement weariness. To conclude the Bloom Digital Taxonomy is well practised in classrooms, and teachers can rest assured that the students they produce will make a difference in this world through the skills they have accumulated during their schooling years.

Implementation of a Multilingual Booklet to Accommodate First-Year Students with Academic Work

“…Created in 1956, Bloom's Taxonomy provides a framework for developing strong learning objectives for children. It serves as a toolbox that teachers and students can use to classify and organise learning objectives (Akintolu, Dlamini and Letseka, 2022). In the late 1940s, Bloom and other educators worked on a framework to identify educational aims and objectives, which resulted in three learning categories: cognitive domain, affective domain, and psychomotor domain.…”