Bloom and the Interactive Whiteboard: A Case Study in Middle-School Literacy
This paper, developed in collaboration with a grade 5/6 literacy teacher, reports on the way the teacher combined the use of Bloom’s taxonomy and an electronic classroom technology to improve students’ literacy learning and cognitive development. The case study forms part of a research project which sought to make a contribution to the updating of literacy pedagogy to meet the needs of learners in a communications environment where digital and multimodal texts are of ever greater significance. In particular the study sought to articulate a ‘digital metalanguage’ – an educationally accessible way of talking about contemporary texts in a classroom context. Although some studies have tracked the emergence of classroom digital metalanguages, reviews of curriculum policy and observations made during the current research indicate that the digital has yet to be systematically incorporated into pedagogical metalanguages, and that those classrooms where a digital metalanguage is evident are those where specific interventions have created or encouraged the conditions for these developments. More commonly, investments in digital technologies by Australian education systems have seen these technologies mutely put to work as devices to create, store and distribute traditional textual material. However, what is evident in middle level classrooms in the public education system in Victoria, Australia is a systemically supported and explicit use of other metalanguages including those of alphabetical literacy, learning processes and pedagogical organisation. In this context teachers are creatively appropriating digital technologies along with conceptual learning tools to improve the teaching of alphabetical literacy; in this process articulating pedagogical metalanguages which are being played out in classrooms as new forms of teacher-learner dialogue. The relative success of systemic interventions in relation to these pedagogical metalanguages suggests that teachers are responding to calls for change and that the articulation of a digital metalanguage can be progressively addressed through system wide intervention.
Keywords: Literacy Education, Bloom's Taxonomy, Electronic Classroom
Globalism Research Centre, RMIT University
Bell Vue Park Primary School