07e68178_s_Taxonomy___The_iPad___iLearn__3
[0] Constructive Learning Students use technology tools to analyze, evaluate, and create new meaning from prior knowledge. [1] Students consume content from an iPad... whether it is an instructional video, digital textbook, ppt slides, or pdf files. Teachers are using iPads with direct instruction, for example powerpoint slides, or keynote presentations. Students use apps or websites to participate in drill and practice activities. Students are beginning to use note taking apps, mind-mapping apps, or content related apps to help them construct and retain knowledge. [2] Students begin to use the iPad independently to... construct meaning. Students employ apps and iPad functionality in conventional ways as tools for helping them build knowledge. Teachers begin to design lessons in which the iPad is an integral part of the exploring and constructing meaning of the concept. Students use the iPad as a research tool to gather information, apps to map connections between items collected, and iPad features to share what they’ve learned. [3] 
Students use the iPad to construct and share knowledge in... ways that have been impossible without the device. They have a deep understanding of the tools that allow them to explore and construct meaningful knowledge and products. The teacher prepares inquiry based lessons that facilitate higher order learning in which students are for the most part self directed. Students are encouraged to use the iPad and its multiple features in unconventional ways in order to build meaning, including but not limited to researching, organizing, solving, recording, editing, and publishing content.
Bloom’s Taxonomy & The iPad | iLearn
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