Technology and Bloom’s Taxonomy: Knowledge
October 2, 2006
Benjamin Bloom’s taxonomy of learning domains, originally developed in 1956, is one of the most well-known and widely-used schemas of educational objectives. Though three distinct schemas were originally created, the one dealing with the cognitive domain remains the most important and most applied.
Over the next six Teaching with Technology Newsletters, we will explore the application of technology as a means of attaining the six separate categories Bloom outlines in the cognitive domain. The first and most simplistic category, Knowledge, has to do with the simple recall of information. For instance, a representative example of the Knowledge category would find a student recalling a definition, labeling the parts of an apparatus, reciting a rule, or listing characteristics.
Many technologies can assist you with enabling students to develop their abilities in the Knowledge domain, such as:
PowerPoint: With some simple animations and voice recording, PowerPoint can become an effective tool for drill and practice that facilitates memorization, as well as auditory and visual characteristics that aid in identification and description.
Classroom Performance System (CPS): Using the CPS in your classroom enables you to quickly gauge student understanding – did they learn the necessary terms in last night’s reading? Do they recognize the different parts of the cell?
SnagIt: SnagIt is an image capturing software than enables a user to take a still image of a computer screen. This software is especially useful for creating handouts that ask students to identify something on the page, or to draw a path from one point to another.
- Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H., & Krathwohl, D.R. (1956). Taxonomy of educational objectives: Handbook I, cognitive domain. New York: Longman.