Peer Response to Rachel

Response to Rachel

There are many apps that teachers can use to complement instruction and aid in increasing reading comprehension. By aligning apps to Blooms Taxonomy, educators can ensure that the chosen technology will benefit students and meet their needs. Blooms Taxonomy is a framework designed to describe the different levels of thinking and understanding. Integrating technology into this framework helps create more ways to deliver information and engaging ways for students to interact with that information (BrightHub Education, 2011, para. 2). It can also keep students reaching for the next level in complexity.

One app that can be associated with Blooms Taxonomy is Glogster. This app is an interactive way to be creative and demonstrate understanding. Students can design multimedia posters with texts, images, and videos. Teachers can have students create a Glog as a project to show what they have learned in an alternative way, In reading some ideas for a Glog could include students representing characters and traits from a story, doing a biography, or creating a new cover for a book. This app correlates to the creating level in Blooms Taxonomy. It could also be correlated to the apply level as students are applying what they have learned.

Another app is Quizlet. This app helps student practice with new information, as it is digital flashcards and games. It can be used to learn vocabulary, review skills, and assess student understanding. Teachers can differentiate the content to meet specific goals and align with what students are learning. Quizlet correlates to the remembering level of Blooms Taxonomy, as it aids with memory and recalling information.

BrightHub Education (2011). A look at Blooms Taxonomy: How to integrate technology integration into the curriculum. https://www.brighthubeducation.com/teaching-methods-tips/111749-integrating-blooms-taxonomy-and-technology-into-curriculum/

2. Response to Sarah

Bloom’s taxonomy places thinking skills in a leveled hierarchy that can really help teachers design objective-based lessons by helping them understand what thinking skills students need in order to complete specific tasks (BHE, 2011). With this theoretical framework, teachers believe and support the idea that learning is built upon from prior knowledge or skills previously learned and understood. When adding the use of accompanying technology to this accepted theory, students with special needs increase their understanding of reading comprehension. For example, Bloom’s first level of Higher Order Thinking Skills (HOTS) of creating recommends providing technology applications which allow students to design, construct, plan, produce, invent, devise, and make. This can be done through different media such as filming, video blogging, videocasting, podcasting, or animating reading material (Anderson & Krathwohl, 2001). A specific recommended tool for students with disabilities is access to blog commenting. By doing so, students are able to practice there skills surrounding writing, practicing social conventions, foster critical thinking skills, and express a unique writing dialog. By using Bloom’s learning application hierarchy of evaluation, synthesis, analysis, application, comprehension, and knowledge, teachers can better assist their students in understanding and applying new information.

References

Anderson, J.W. & Krathwohl, D. (2001). A taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives. Longman, New York. https://learn.canvas.net/courses/942/pages/blooms-taxonomy-and-digital-tasks

BHE. (2011). A look at bloom’s taxonomy: how to integrate technology integration into the curriculum. Bright Hub Education. https://www.brighthubeducation.com/teaching-methods-tip

3. Response to Rachel

Technology has become an asset to the classroom, as it enhances learning in many different ways. It is important for educators to find innovative ways to incorporate technology into lessons to help students meet state standards. There are some standards that could be better met through technology. This is because technology helps students become more involved in their studies, master core concepts, and develop a foundation of knowledge to succeed beyond the grade school years (Resilient Educator, 2021, para. 10).

One standard from 3rd grade is CCSS.ELA-LITERACY.RL.3.2: Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. There are many options where technology can help struggling readers. Stories can be delivered through online audio books to aide with comprehension. Students can research different cultures using educational websites. They can even “visit” the places where stories take place through apps, such as Google Earth. This helps them build background knowledge and make better connections when reading a story. Another 3rd grade standard is CCSS.ELA-LITERACY.W.3.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. Students can use google docs to write and receive immediate feedback from their teacher. This helps with revising and editing. Another way to use technology is using online platforms that allows students to make concept webs or other graphic organizers to organize their thoughts for the narrative they will write. In addition, students can use different apps to make their stories come to life, such as a comic book creator or video creator.

Resilient Educator (2021). Four ways to incorporate technology into common core standards. https://resilienteducator.com/classroom-resources/four-ways-to-incorporate-technology-into-common-core-

4. Response to Courtney

I live in Colorado and I chose two different grades. The first one I picked is 6th grade, and the second one I picked is 5th.

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (CCSS: W.6.8)

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. (CCSS: W.5.8)

“Technology is an integral part of almost every aspect of life today. While reading will always be an essential skill, a digital approach makes sense with today’s mix of in-class, at-home, and hybrid learning.” (Kolk, 2018) Being able to use these standards you need technology to gather further information. If students are using their Chrombooks, if gives them a chance to locate multiple prints. So, if they are reading a book they can find a digital copy. If the teacher is giving them a research project they can use their findings from the internet and locate reliable sources. It is really crazy to watch the evolution of technology. We didn’t have all of this when I was in school. I remember playing The Oregon Trail game on the big box computers. Now, everything is done over the computers, and tablets. Yet, it makes it so much easier to find something. If a student is asking about Mt. Rushmore, I can instantly go online and find facts about it. There is not much printed copies of stuff anymore like it used to be.

Kolk, M. (2018, March 14). 5 reasons to use technology in your reading program. Blog. https://web.tech4learning.com/5-reasons-to-use-technology-in-your-reading-program#:~:text=Make%20comprehension%20work%20engaging%20by,in%20the%20world%20around%20them.

2020 Colorado Academic Standards Online. Colorado Academic Standards Online. (n.d.). https://www.cde.state.co.us/apps/standards/6,7,21/6,8,20.