About this paper

Appears in:
Pages: 6651-6660
Publication year: 2011
ISBN: 978-84-614-7423-3
ISSN: 2340-1079

Conference name: 5th International Technology, Education and Development Conference
Dates: 7-9 March, 2011
Location: Valencia, Spain

BLOOM’S TAXONOMY IN THE DIGITAL ERA: DEVELOPMENT OF TEACHING-LEARNING PROCESSES

R. Soler Costa

University of Zaragoza (SPAIN)
Current trends in the field of Education promote and force a steady development of innovation processes. Misunderstood from the womb, these processes are developed in the classroom because that is what the law prescribes. One wonders if these legislators really think about the development of the teaching-learning processes in the classroom and the evolution of the actual society when drafting legislation and introduce new educational trends and goals to be achieved in different stages of the educative system. The protagonists of these processes of innovation are those teachers who work in Elementary and Secondary Schools, and who, as applicators of the legislation, must develop the principles it promotes.
In order to introduce in our syllabus design innovation processes that deal with the prescriptions of the official curriculum and represent, in turn, methodological and didactical changes that help students to acquire a significant learning, I present an interesting program that involves the use of Information Technologies and Communication Technologies (ICT) and allows the teaching-learning of two objectives of Bloom's taxonomy (1950): application and synthesis. CmapTools is a program that empowers the construction and share of knowledge models represent as concept maps. It allows the creation of own concept maps in the acquisition of learning using a new medium that motivates the student and helps him to learn through problem-based learning (PBL).
The inclusion of computer tools and programs in the development of our teaching sessions make possible a fair use of ICT within the methodological guidelines that sets the curriculum in the stages of Elementary and Secondary Schools. Similarly these technologies can be extrapolated and used in Higher Education, especially at this level of training because the main goal when training future secondary teachers does not deal in how to use them from a technical standpoint, but to learn what kind of didactic uses can be make from them, to acquire teaching strategies and develop specific methodology along new programs.
@InProceedings{SOLERCOSTA2011BLO,
author = {Soler Costa, R.},
title = {BLOOM’S TAXONOMY IN THE DIGITAL ERA: DEVELOPMENT OF TEACHING-LEARNING PROCESSES},
series = {5th International Technology, Education and Development Conference},
booktitle = {INTED2011 Proceedings},
isbn = {978-84-614-7423-3},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2011},
year = {2011},
pages = {6651-6660}}
TY - CONF
AU - R. Soler Costa
TI - BLOOM’S TAXONOMY IN THE DIGITAL ERA: DEVELOPMENT OF TEACHING-LEARNING PROCESSES
SN - 978-84-614-7423-3/2340-1079
PY - 2011
Y1 - 7-9 March, 2011
CI - Valencia, Spain
JO - 5th International Technology, Education and Development Conference
JA - INTED2011 Proceedings
SP - 6651
EP - 6660
ER -
R. Soler Costa (2011) BLOOM’S TAXONOMY IN THE DIGITAL ERA: DEVELOPMENT OF TEACHING-LEARNING PROCESSES, INTED2011 Proceedings, pp. 6651-6660.
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