Backwards EdTech Flow Chart

I’m a very visual person, so naturally I’m drawn to charts, diagrams and anything that I can look at and understand.  I’ve made a couple other charts to help people pick technology tools based on Bloom’s Taxonomy and web tools by category.  I’m particularly proud of this new chart that I’ve been working on for quite some time!

Backwards EdTech Flow Chart

Click this image for the full version!

I truly believe technology enhances the classroom, but I never think it should be used just for the sake of using it.  This is another visual I created to help teachers select the right technology tool for the job. I hope it helps you think backwards (or rather the “right” way) to think about selecting a technology tool to use in your class.

It starts by asking what you want students to do, and then you pick a goal, such as explain a concept.  Follow the diagram until you either reach a list of tech tools to help you or your students complete this task or you reach a prompting question, such as “do you need them to do this verbally?” Based on your yes or no answer, you’ll finally come to a list of edtech tools.  All the tools found on the web are hyperlinked.

If you’re not a visual person like myself, scroll to the second page that is just a list of the goals  and all the corresponding links (no prompting questions).

For this, the Bloom’s and the web 2.0 by category chart, visit my website!

What tools or goals would you add to the chart?

Tech To You Later!


Bloom’s Revised Technology Taxonomy

Working in a 1:1 tablet PC school, I am always trying to help teachers find new tech tools to use in their classrooms and enhance their (already great) lessons.  I stumbled upon some great resources, which inspired me to create my own chart of tech tools/web 2.0 verbs based on Bloom’s Revised Taxonomy levels.

My chart includes some software/programs that are loaded on students’ tablets; it is not limited to only web 2.0 tools. A few great resources I used to help compile my chart include Web 2.0 How-To for Educators by Gwen Solomon and Lynne SchrumPhillippa Cleaves’ Prezi, and my personal favorite: Kathy Schrock’s Bloomin’ Apps.  If you’re an iOS school or an Android school, make sure you check out Schrock’s guides!

Blooms Taxonomy Apps

At our faculty meeting this afternoon, I plan to break everyone up into six groups (one for each of the taxonomy levels). Groups will be given five to ten minutes to investigate one of the tools on their assigned taxonomy level.  Afterward, each group will summarize the tool and how it could be used in the classroom for the entire group. I plan to write a follow up post about how the PD session with faculty went over.

Download my Blooms Tax Apps chart with clickable links.

Tech to You Later!


Play on Pawn Stars: Classroom Activity

For my first idea post, I’ll go back to my roots: Social Studies.  This idea was inspired by the popular History Channel series, Pawn Stars.

If you’ve never seen the show, I invite you to check it out.  It’s about a family in Las Vegas who owns and runs a pawn shop. Aside from the family rivalry humor, the show frequently pulls in field experts to analyze pawn-hopeful’s items. Each expert gives a brief history about how the item played a role in the time period it is from. You’re getting a lot of information without realizing you’re getting a history lesson. See the short video clip below. 


This could be a great concept for students to model in any given history unit before, in the middle, or after the unit has been covered.  Pair students in groups of two to three. The teacher could assign an object, or the students could each pick a different item after doing some research on the time period being studied. 

Students could re-create the item as an art project, or simply use a mock item or drawing in the real item’s place. Once the item has been determined and created, students would then film their own three to five minute video clip modeled after Pawn Stars. An “expert” will arrive at the scene to describe the item in more detail, while tying it in with topics and events that were covered (or to be covered) throughout the history unit. 


“Making history come alive in the classroom can be a challenge, but creating video documentaries encourages students to learn about the past.”

Gwen Solomon and Lynne Schrum in Web 2.0 How -To for Educators

This activity hits many, if not all, levels of Blooms Taxonomy. Students must analyze and evaluate which item(s) from the given time period had significance to the outcome of events, the value of the item today, remember facts about the item and the time period/event, create their own version of the item and a video, understand a series of events or the role the given item played, and apply the knowledge they’ve gained to the final production they create. 

If you want, you can even post the videos to a class website, YouTube, TeacherTube, or any other video sharing site. Let parents and others within the school see the fabulous work your students created.

If you do this activity, or some other rendition of it, please share your video links in the comments section of this blog post- I’d love to see some final products!

Tech To You Later!