Reflection 2.2

Bloom’s taxonomy based on my understanding is that it incorporates six levels of cognitive higher order thinking. Instead of students simply remembering or relaying information without any real understanding, this framework’s objective is to assist students to utilise higher order thinking such as analysis and evaluation through understanding and application or knowledge, facts, rules, concepts, and ideas.

SAMR model puts forward the use of technology within education. It assists teachers to conceptualise the utilisation and incorporation of technology into the classroom with the aim to advance student learning. The four levels incorporated in the SAMR model are substitution, augmentation, modification, and redefinition. Substitution and augmentation are both categorised in the enhancement phase where learning is enhanced with the use of technology but not entirely replaced. Modification and redefinition are defined as being part of the transformation phase where the learning is entirely replaced using technology so instead of using paper and pen, students are integrating the use of laptops, the internet and a whole package of other multimedia technologies.

https://www.youtube.com/watch?v=hupcPUlWf7w#action=share

As presented on the diagram below, both frameworks have different concepts but they both integrate tasks to encourage the use of higher order thinking among students.  This is important in my pedagogy as can I implement the use of technology to enhance and further expand the cognitive thinking skills to gain a more in-depth knowledge base.

http://www.schrockguide.net/samr.html