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This site contains a host of technology tools aligned to the different cognitive objectives noted in Bloom's Taxonomy.

visual of tools and blooms taxonomy

I am currently enrolled in both the Tech Tools course and the Instructional Design Course. This web page about where the different tech tools fit in a "Blooms Taxonomy" scheme is a great resource for both classes.

This is terrific. I am going to show it to the teachers at my school. It will help all of us think more clearly about all those tools.

Blooms taxonomy adapted to the digital environment.

Great summary of Bloom's Digital Taxonomy by Churches and identifies specific tech tools in relation to cognitive processes.

Vesely, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Vesely, Bloom, and Sherlock (2007) document that essential to the learning process is the student/student and student/teacher interaction, and building this community of learners is more challenging in online. Students in blended courses felt interaction may be better than in traditional courses. Students who feel silenced in onsite class discussions are more apt to contribute online. Seeking help can be a determining factor in successful learning. In the online communities, help is available virtually around the clock from the instructors and fellow classmates. Furthermore, through their experiences in the blended course, students would better understand the significance of managing their time, cultivating their study environment, regulating their effort, seeking appropriate support, and learning from classmates. In my experience, students reported that their online interaction with classmates had greatly assisted in their comprehension of course materials. Central to how they felt about blended learning was the quality and quantity of student and faculty interaction. In blended courses, students are often required to engage actively by reading and responding to discussion forum postings that become a permanent record of their participation and learning, rather than passively attending classes. Perceptions of interaction from faculty are also positive for blended courses. Faculty renovate their teaching methods by placing onsite lectures online and adding supplementary activities to aid student learning. Blended teaching and learning transforms education from "a command and control structure to a connect and collaborate environment" (Moskal, Dziuban, Upchurch, Hartman, & Truman, 2006) which is more student-centered than faculty-controlled. For faculty, the quality

The purpose of Bloom's Digital Taxonomy is to inform instructors of how to use technology and digital tools to facilitate student learning experiences and outcomes.