Technology-enriched learning through the lens of Bloom’s Taxonomy: A practice-based framework from classroom observations

Abstract

The benefits of incorporating technology into education are promising; however, there are limited suggestions on how to transform traditional classrooms into technology-enriched learning environments. To address this gap, this project adopts the grounded theory approach, framed within Bloom’s Revised Taxonomy and outcome-based education principles. It involved observing sixty-six real-life classes across academic levels to gather teaching practices that involve the use of technology. The collected teaching practices were classified into five major categories based on their intended purpose and the alignment with cognitive learning levels from Bloom’s Taxonomy: interactive learning activities (Remember/Understand), experiential learning activities (Apply), mutual learning activities (Analyze), innovative learning activities (Evaluate), and performance-based learning activities (Create). This categorization allows for a comprehensive understanding of how technology can be effectively integrated to achieve different cognitive learning outcomes. A panel of experienced teachers with doctoral degrees and at least five years of professional teaching experience evaluated these practices’ desirability and transferability across educational contexts. Such an evaluation provides incremental insight into the essential factors underlying effective transformation while considering the transfer of learning principles central to outcome-based education. This project provides theoretical, practical, and methodological implications for the field and teaching practitioners.