Abstract
The Common Core State Standards (CCSS) provides a clear understanding of what students are expected to learn and are designed to reflect the knowledge and skills that young people need for success in college and careers (2013). The CCSS are intended to make all students ready for life in a technological society. Technology proficiency is a key expectation that is embedded throughout the content standards (Center for Digital Education, 2013). Transitioning to the CCSS means taking a more structured approach to integrating technology and a dedication to instruction that is based upon higher-order critical thinking. This paper presents the formal process of a large South Carolina school district's efforts to make decisions for selecting computing devices to promote the implementation and achievement of CCSS. This process is based on teacher and student input using Bloom's Taxonomy as a guide to focus on critical thinking and technological functionality. Reflections and lessons learned for school districts and teacher education programs are discussed.
Recommended Citation
Dickerson, Jeremy and Coleman, Howard V.
(2013)
"Using Bloom’s Taxonomy to Help Guide Technology Decision-Making in Schools,"
Teacher Education Journal of South Carolina: Vol. 6:
No.
1, Article 12.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol6/iss1/12