Globalization and Education


In this paper I am going to look at the effect globalization has on education whether it is positive or negative. The paper will look at how globalization has given educators the ability to expand their teaching and the learning experience. One of the sources is a follow-up on a conference at Harvard held by many faculty experts in various fields. The article should provide some good insight as to whether or not globalization has proven to be beneficial toward educators and the education they are providing. Globalization is a process in which economies, cultures, and societies have combined through a global network of trade and communication. While the term is more often used in economic settings, globalization has aided in the advancement of society as a whole. Globalization is not a new idea, and when used in its economic connotation, it refers to the removal of trade barriers amongst nations to improve and increase the flow of goods across the world. But in this article, we are going to look at the implications of globalization on education and the educators themselves.

The way globalization has influenced trade barriers and communications among countries has in turn habituated the way educators educate. Corporations have targeted schools and colleges and have turned to them in order to help with expansion. Courses and programs were restructured in order to increase the marketing for programs such as MBAs and distance learning courses. A distance learning course is an online based course that has helped people who may already be working or those who need to stay at home achieve a degree. As a result the cost for students to attend universities has gone up as well, leading to a change in the way loans and grants are distributed and in what quantity. The perception people have on the current economy is playing a major impact in globalization effect on education. Regardless of the higher costs, students are still finding it necessary to stay in school and get as much accreditation as they can before entering the job market. It's projected that in the next few years enrollment numbers will continue to rise significantly due to the belief that not having a degree in today's economy is detrimental to success.

The restricted courses are allowing students to prepare for particular jobs as opposed to giving them a general education on a subject. This is described as being a "managerial-based" teaching strategy where students are not only taught the concepts needed for their degree, but in leadership as well. This is something to hardly be opposed too, but the increase in direct costs for students is cause for concern among some people. Some people are looking at this relationship between globalization and education and defining it as a technique the government is using to unitize education across the world. Some people feel the government is doing so because of pressure from "greater powers" to increase the educational well-being of students without receiving any opposition to the changes. The increasing understanding is that globalization is being reflected in an educational agenda that allows for various, and countless, improvements upon the education system that allows the educators themselves to expand on their teaching, and present students with real world situations that require them to "think outside the box ", or outside the realm of their particular field, if you will.

In conclusion, globalization seems to be, overall, a pretty beneficial movement in terms of education, although there are still several obstacles in its way. Harvard economist David Bloom has said that the world's economies have thrived in globalization, as they all share a deep commitment to the education of young people. But he goes on to say that while these nations have gone on to use globalization to increase their educational prosperity, globalization has further distributed more "wealth to the wealthy" and fewer benefits to the poor. It was suggested at the same Harvard conference that education for pre-college students be more informing as well, and those students should know before going in that, for example, "the state of India's economy, could very well affect their ability to receive and maintain a job once graduated ". The whole idea is very intriguing, and should continue to be monitored closely as globalization's impact on education will likely be major, just as it has been for many other aspects of society.


Source by Patrick R Doherty

Strategies for IEP Goals Autism Experts Recommend Most


The IEP goals autism sufferers typically attempt to achieve include more effective learning, minimized symptom behavior, and an individualized understanding experience.

An IEP is the individualized education plan created for your child's learning experience at school. The IEP provides a uniquely tailored document that steers the educational development for the individual child, allowing teachers, parents, and experts to recognize whether or not progress is truly being made.

The IEP goals parents are seeking are an overall outline that includes measurable elements so that progress – or lack thereof – may be recognized. No two plans are the same and they each have their own individual purpose and steps for achieving further educational development.

Parents often wonder exactly what role they play in the development of their child's IEP, its goals, and its practice. Fortunately, there are many resources that help to guide parents along this sometimes daunting road.

The first thing parents should do is sit down with their child's instructor (s) to discuss their child's needs, challenges, and various autism symptoms and behaviors. This will help to ensure that their child's IEP and its goals are indeed laying a practical, workable foundation for the educational services that he or she will be receiving.

It is vital that the parent understand exactly what the IEP means and how it will be impacting the autistic child's learning. Therefore, parents should always feel encouraged to do their own research, ask for second opinions, and pose as many questions as necessary until the IEP is fully understood.

Experts recommend that parents think of IEP goals as a process and a document to be set, instead of a vague indefinable concept. This way, parents are better able to learn each of the parts of the autism IEP and its goals throughout the creation of the final document.

With each new school year, parents become more familiar with the various steps to writing IEP goals their children will be working to achieve. They learn many important tips and strategies for getting the most out of the IEP meeting to draft the document such as:

1. Before the meeting occurs, review your child's information, including that provided about home, the community (such as doctors, tutors, therapists, etc.), and schools. If you find that the information fails to show the complete picture, make an effort to fill in as many of the missing pieces as possible. You want to be certain that the picture you're painting of your child's unique situation is as accurate as it can be. Bring your records to the meeting, including pictures your child has drawn or painted, any work your child has done, audiotapes, and / or videotapes that demonstrate any insights or specific concerns that you would like to share.

2. If your child will be in attendance for all or a portion of the IEP meeting, make sure to let him or her know in advance exactly the way the meeting will function. Inform your child that it is a very important meeting and that any ideas or opinions that he or she may have to contribute will be helpful. You may need to prepare your child about every part of the meeting and that he or she may need to speak up. Speak with your child about the ways that he or she can express feelings and ideas.

3. Brainstorm with the people who know your child well – family members, friends, teachers, therapists, tutors, and consultants, for example – to get some ideas to bring to the IEP meeting. Write everything down so that you will not forget.

4. Ask questions to any team member at the IEP meeting so that you always understand. Never hesitate to request further explanation. If you do not agree with something, ask more questions and request backup information that will support that person's claim. If you have information that states something different, do not hesitate to share it.

5. Be thorough about your efforts at the meeting. Make sure that you agree completely with what is being suggested, and with all of the language used in the document. Before any of the IEP goals autism processes are finalized, make sure that you're certain your child's unique needs will be met and that you have not left any doubts in your mind.


Source by Rachel Evans

A Strategy That Is Well Planned – Bulk SMS Marketing


Philip Kotler and his co-author Kevin Keller in his powerful book, Marketing Management has mentioned a few lines about Management – "Marketing is about identifying and meeting human and social needs. One of the shortest good definitions of marketing is" meeting needs profitably. "The definition of Marketing is the best of what has ever been told about management.

Other than the above definition, there is one more definition that is equally famous and this one has come from another great scholar Richard Schefren, "Marketing is bringing the market to desire your product or service."

If you are one of those few marketers who are new to this business and are looking out for some unique ways to promote your business, then there's an exclusive one available for you and this one's called – Bulk SMS Marketing.

SMS is supposedly considered as an effective tool of communication as well as announcement now-a-days. It is one of the most convenient forms of communication. It does not steal too much time of a person. Since a message can stay in your inbox for a really long time and since it's delivery can be assured with a ping back report, most companies and businesses prefer SMS communication with their preferable clients and targeted customers.

The entire idea of ​​SMS Marketing or Bulk SMS Marketing is based out on the promotion of your business through a unique an d exclusive idea where in you can look out for contact details of people and send them a message that contains the basic idea of ​​your business and how it should be helpful to them in near future. But, if you are one of those few marketers that think that investing in bulk SMS Marketing is foolish and that whatever marketing you are doing through SMS's is because you have a lot of money, then all you should know is that this is not the fact . Instead Bulk SMS Marketing is counted to be the best marketing technique for businesses because a short, crisp yet detailed message is one that every user reads and you can simply send in message to all those people who own mobile phones- which is an approximate percentage of 97.9.

However, before starting with the renowned process of SMS Campaigning it is important to get every detail about it. Design and plan the strategy of bulk SMS campaigning efficiently by using these seven steps:

1. Get the phone numbers of potential customers: I you want to be successful in SMS campaigning, it is important that you get the contact details of potential customers.

2. Segment the phone list: Segmentation the phone list is done to make sure which customers are supposedly the most convenient ones and who show more interest in your product / service / business.

3. Make Sure the Delivery of SMS is Made: This is not a difficult thing to do and is definitely an important one, because it is important to make sure that your message is delivered to your customer.

4. Try to Engage Maximum Impact: Trying to create an impact on your customers is the idea o SMS campaigning, therefore it is very important that you do it in the right manner. Create an impact by using the best promotional content.

5. Tack your Customers: Remember your customers. Make sure that you track them and know what they have in mind about your business and how well they thing your promotion is. Never forget your customer with one message.

6. Be Frequent in Messaging them: Be frequent in reminding your customers about your services and the great deals that you're bringing in for them. By sending them message frequently you can be sure that they are reading them and that more people are engaging in your business ideas.

A successful business is the one that uses the right methodologies of promotion because it helps them stay in direct contact with customers for an extremely long time.


Source by Mubashir Muhammad

What In The World Would We Do Without Music?


What in the world would you and I do if there was no such thing as music?

Can you imagine a world without music? No songs, no tunes, no rock, no roll, no jazz, no hymns, no boogie-woogie, no country-western, no symphonies. No singing in the shower. No whistling Dixie.

Lovers would not have songs to romance to. There would be no such thing as "our song." Sinatra could not fly to the moon. Elvis could not complain about people stepping on his blue suede shoes. Tony Bennett would have to write a letter about how he left his heart in San Francisco. Willie might go on the road again, but without a guitar. And Ray Charles would look pretty strange up on stage without a piano telling us that Georgia is on his mind.

Then when the wedding day arrived, what would the bride march down the isle to? A poem? Silence? Applause? And when the happy couple marched out of the church together, would they do it to the bark of neighborhood dogs, or perhaps all the wedding guests talking at once?

And at the reception, what would they dance to? The Funky Chicken just is not the same without music. Since rhythm is part of music, no drums would even be allowed.

And the honeymoon I suppose would take place with radio news on, or perhaps the educational channel accompanied by the drone of an air-conditioner.

When baby arrives, do we lull her to sleep with a reading from Shakespeare? Or perhaps random readings from the dictionary or encyclopedia? Could we bore her to sleep with words?

Nursery rhymes would have to be chanted or recited instead of sung. School music programs would of course be non-existent, as would school choirs and orchestras and bands. When the school football team plays, there would be no school fight song. Cheerleaders would have to cheer and dance minus any music.

And when those birthdays roll around, we would have to all recite together in a monotone "happy birthday to you."

And when duty calls, what would soldiers march to? What would take the place of music in parades, since there would be no marching bands? John Philip Sousa would have had to get a day job.

And on the 4th of July there would be no patriotic songs – just speeches. At Christmas time there would be no Christmas carols. No rousing gospel music at Easter, no hymns in church.

And can you imagine radio without music? Nothing but news and talk shows and bla bla bla bla ….

I do not know about you, but I've had it up to here just thinking about it. I'm heading for the piano now to celebrate the fact that our Creator gave us the wonderful and inspiring and uplifting gift of music that we all take for granted.

I think I'll play a nursery rhyme or two, then the wedding march, then Silent Night, then Auld Lang Syne, then Fur Elise, then the blues, then a little jazz, then … and then …


Source by Duane Shinn

Intellectual Openness – A Key Cognitive Strategy For College Readiness


In a report prepared for the Bill and Melinda Gates Foundation in 2007, David T. Conley proposed four components of college readiness. In the first – Key Cognitive Strategies – Conley identifies six strategies: Intellectual Openness, Inquisitiveness, Analysis, Reasoning-Argumentation-Proof, Interpretation, Precision and Accuracy, and Problem Solving. In this article, I will examine the first of these strategies – Intellectual Openness – and articulate my perspective as both a college professor and a high school administrator in terms and ideas students, parents, and teachers can understand and implement.

Key Cognitive Strategies: Intellectual Openness. Conley states:

"The student possesses curiosity and a thirst for deeper understanding, questions the views of others when those views are not logically supported, accepts constructive criticism, and changes personal views if warranted by the evidence. Such open-mindedness helps students understand the ways in which knowledge is constructed, broadens personal perspectives and helps students deal with the novelty and ambiguity often encountered in the study of new subjects and new materials. "

I find it intriguing that Conley would place Key Cognitive Strategies the first component on his list and even more intriguing that he put Intellectual Openness at the top of this component. No doubt characteristics such as "curiosity," "thirst for deeper understanding," and "open-mindedness" would serve a college student well. However, are such characteristics developed or even addressed in conventional secondary education? I do not think so … which is why I suspect we see Intellectual Openness up front.

Conventional secondary education – I use the term conventional to describe public and private school programs that use the conventional class period, the conventional exposure paradigm of X-number of hours or minutes dedicated to a particular slice of the subject matter, and the conventional measurement that education is defined by the amount of time the student sits in a seat in a class and the number of days the student attends. Conventional secondary education generally does not have the time or even the patience to allow "curiosity," "thirst for deeper understanding," or "open-mindedness" except in very rare situations.

Is it that the students do not possess "curiosity," "thirst for deeper understanding," or "open-mindedness?" The simple answer is "NO." Because conventional school is by and large … boring …, these characteristics go into "Neutral" during the school day. The brain ruminates in the background – thinking about Face Book, World of Warcraft, and the current Twilight saga.

Curiosity – these young people are naturally curious. They manage to surf the net, navigate Face Book, and destroy worlds and civilizations with a series of mouse clicks … and learned to do so without a class, a manual, or a teacher talking at them for 45 minutes.

Thirst for deeper understanding – these young people are constantly thirsting, starving, and ravenously pursuing deeper understanding … just not in school. Contemporary literature like the Harry Potter series and the Twilight series did not become best sellers because they had pretty pictures. Young people dive, dig, and plow into these books without adult inducement, and may even have to fight to continue to read them.

Open-mindedness – these young people pick up new, and sometimes disturbing, ideas all the time. I call these "underground" ideas because these ideas are not in the curriculum and often come from the media and the internet. These ideas remain "underground" because they are suppressed in the conventional environment. Indeed, open-mindedness is often punished. Take, for example, the issue of religion and public schools. Our students are not allowed to be open-minded about religion in public school. I am not advocating that we hold sermons in first period, but how can there be "open-mindedness" when the entire concept of existence of religion in society and influence of religion as historical, cultural, and societal phenomenon is categorically removed from the public educational experience. Where's the open-mindedness? Not very open.

The conventional school system produces a product that 60% of those who actually graduated from high school and were actually admitted and enrolled at four-year institutions, did not finish in four years. The figures get worse for two-year institutions. If 60% of automobiles, refrigerators, and washing machines did not last four years, what would we think?

The solution does not lie with conventional institutions, and even if it did, your 9th grader will be in his or her 30's before any significant movement will occur (sound cynical?). Furthermore, most conventional schools are not in the college preparation business; they are in the high school business.

The solution lies with parents and what they want for their children. They have to think outside the conventional school "box" and seek independent solutions for their children. Parents, not the schools, are ultimately responsible for their children and the opportunities afforded them.

Conley, DT (2007). Redefining College Readiness. Eugene, OR: Educational Policy Improvement Center.


Source by Dr.

Teaching Across The Curriculum Involves All Subjects


Teaching across the curriculum is an increasingly popular way of instructing students because it covers a variety of subjects in one lesson – which is why it is especially important in the career planning field as well. Let's say you have a high school student who is not quite sure what he or she wants to do for a career. Teaching across the curriculum involves all subjects in one main lesson topic and can really help with that high school student when he or she is planning a career for the future.

When an instructor teaches across the curriculum, he or she is incorporating all subjects into a lesson plan. That means that one lesson includes instruction in art, science, reading, math, English, and social studies. Teaching across the curriculum allows a student to be introduced to various ways to incorporate learning into life and that includes career planning as he or she gets older.

Career planning can not start early enough although we think that elementary students should really be concentrating on something more along the lines of the next kick ball game on the playground during recess. However, in high school, career planning should really begin in earnest, and when the course includes teaching across the curriculum, that student will be introduced to ways that all different subject areas in school can apply to a career choice.

More and more teachers have been learning how to teach across the curriculum. It is an excellent way to show students how different subjects apply to all aspects of life. In career planning decisions, knowing this information is wonderful for preparing the student for a jump into college and then the career world. That's why it's important for a teacher to teach across the curriculum – to help the student in his or her career planning aspirations.

At the career planning center, you may find classes and seminars that implement teaching across the curriculum. That's because they know the value of introducing people and students to the various ways that all subjects in education can be advantageous in almost any career. After all, even art can be implemented into an accounting career. Imagine the beauty of a spreadsheet that is created in a publishing program that looks appealing to the eye. Right there, you have math incorporated with art!

Teaching across the curriculum in schools should and probably will continue. When it comes to career planning, teaching across the curriculum is a great way to help students choose a career they will love and will be able to succeed at.


Source by Christain Cullen

Teaching Tips – Using the 4 "P's" of Powerful Teaching


Great teaching does not happen just because you show up to school. In order to be a great teacher, you must be willing to work and work hard. You must continually work at improving your skills, obtaining more knowledge and furthering your development if you are to become a great teacher.

Let's face it, on every campus from elementary to the university if you ask students who their favorite teacher is the same few names will continually come up. Would you like to be one of these teachers? If your answer is "Yes" then you need to read the following principles, learn these principles and put these principles into action.

The 4 "P's" of Powerful Teaching


If you are going to be an effective teacher you must be prepared, and preparation comes from careful planning. You must know what you are going to present and how you are going to present it. Then you must practice, practice, practice. You must become comfortable with the material and be ready to answer any questions the students might ask. Planning ahead will make you look knowledgeable, professional and polished.


In order to be a great teacher you must be persistent. You can not give up or quit at the first sign of trouble. You must be willing to help solve problems, give a little extra and go the extra mile. Great teaching seldom happens overnight, it comes from consistently applying yourself to problems and overcoming the problems.


The teacher who desires to impact the lives of her students will have an abundance of patience. Patience is necessary to show your students that you care and are willing to wait till they get it. It's not important that you cover every topic in the book, what counts is that your students learn what you covered. Always remember, if you did not create a memory then you did not teach anything.


"Anyone can dabble, but once you 've made ​​that commitment, your blood has that particular thing in it, and it's very hard for people to stop you." – Bill Cosby

Great teaching comes from the teacher with passion. If you are not passionate about your teaching please do not teach. Teaching is not a job it is a profession. In order to be great you must have a fire burning inside you.


Source by Darrell Causey

Classroom Management Part VII – How to Win Your Students' Hearts


Though you may be teaching high school, you are not in high school. You are not running for Class President or Prom King. Moreover, as a teacher, you are required to do things that are actually unpopular – such as issuing consequences or giving bad grades. As stated in an earlier article: an effective teacher does not Ms. Congeniality make. Yet, what teacher does not want to have a good relationship with his or her students?

This, the seventh in the series of eight articles on classroom management, focuses on relationship building. Use the strategies below to win your students' trust and their hearts.

FLATTER THEM. Give specific and sincere compliments . Instead of saying, "You guys did great," say, "I appreciate the way you sat attentively through the two-hour presentation."

CONSULT THEM. Get students' input about movies, field trips, and activities. Make choices, or revise curricula and content, based on their feedback.

WRITE TO THEM. On assignments, point out things your students do well. A positive note on an assignment – no matter what the grade – will give your students a boost of confidence.

WARN THEM. Before a student "gets in trouble," warn them about the behavior and then help them find ways of avoiding consequences. Setting your students up for success in this way will show them that you have their best interests in mind.

CORRECT THEM. Or, to use the more politically correct term, give them consequences. Though it may seems counter-intuitive, issuing consequences according to your classroom rules will feel predictable and consistent. This will make students feel safe.

REWARD THEM. Just as you can warn them about negative behavior, you should reward students for meeting expectations. An end-of-semester party, a special trip, or a choice of activities is a great way to do this.

Having a positive relationship with your students and managing your classroom effectively are not mutually exclusive. In fact, relationship building is a key part of classroom management. When you use the tips above, you will both build a solid rapport with your students and sure up your classroom management skills.


Source by James Guilford

Help for ADHD Kids During the Dreaded School Circle Time


Sitting still can be difficult for very young children. For children with ADHD sitting still can be impossible. Most schools now use an activity called circle time to instruct children on all sorts of academic subjects. While sitting in a circle is better than being strapped to a desk, for children with ADHD, this is still a difficult school activity.

Fortunately there are strategies and devices help all children stay engaged during circle time and for children with ADHD these strategies can mean the difference between learning and sitting in a 'time-out' place for most of the day. This list of suggestions can help all elementary school are children and may even be helpful for use in pre-school children.

Prior to sitting at circle, children should be allowed to engage in some form of gross motor activity (eg stretching, jumping jacks). This may be necessary not only 2-5 minutes before circle time but may also be necessary during this time if the amount of time that the children are expected to be still is greater than 20 minutes. Children with a lot of energy may need to run around for longer than 5 minutes and if a recess break can be scheduled to occur just before having to sit still, disruptions will be minimized.

All children need a recess break, preferably in a green space. We know from countless studies that both green spaces, such as parks and tree lined playgrounds, and physical activity will improve the hyperactivity, impulsive behavior and inattentiveness of ADHD. All children benefit from green space and exercise but for children with ADHD, twenty-thirty minutes of active outdoor play is as important to their therapy as medical treatment.

The trend for many schools is to eliminate recess but most teachers are coming to find that skipping recess is counterproductive and that all children are more attentive after a fresh air break. Parents of children with ADHDF should insist that their child's school includes a fresh air break in their curriculum.

Once circle time has started, a small doodle notebook can keep a hyperactive child busy as will a quiet 'job'. Some teachers give fidgety kids a pile of crayons and ask them to sort them by color, other children are asked to sharpen the classroom pencils. Rubber bands can be color sorted and markers can be organized and wrapped in rubber bands. Creative teachers have found that giving active kids a 'job' during circle time can keep kids attentive and engaged.

Some schools have had great success using 'talking sticks' during circle time. For impulsive ADHD children this reminder of when it is not appropriate to talk can be a powerful and useful tool. It is also important for the teacher to communicate to the children what activity is acceptable during circle time as many young children do not intuitively know what the expectations are. Children with ADHD may be especially unaware of the teacher's expectations and clear and age appropriate instruction regarding the rules of circle time are essential if children are to learn during this school activity.

Many ADHD school age children find it difficult to sit still during circle time. The School and classroom strategies outlined above can help make circle time an educational, relaxing and productive time for every child in the classroom.


Source by Tess Messer

Linking Bloom's Digital Taxonomy on Media and Instructional Technology


Churches (2007) 's intellectual and timely revision of Bloom's Digital Taxonomy is a consequence of evolving varied areas of instructions dictated by fast changing times. This contemporary taxonomy pursues to elevate the order thinking skills that every learner should acquire. With the proliferation of emerging technology and media intervening with pedagogy, changes are yielded paving educators' innovative perceptions to flourish. These variations enabled the alliance of media and technological tools in pedagogy to form common goals for the viability of knowledge absorption. Because of these two factors' inseparable interconnections, technological fruition is media proliferation; both are adopted as teaching tool-kits. As a favorable result, traditional learning is systematically being replaced by 21st century methods and strategies in formal and non-formal classrooms as a manifestation of advocacy among educators worldwide.

Benjamin S. Bloom's (1956) Taxonomy of Cognitive Domain which classifies the order of thinking skills from lower order thinking skills (LOTS) to higher order thinking skills (HOTS) has been earlier refurbished to situate the current learning environment of learners. Formerly, its order was knowledge, comprehension, application, analysis, synthesis and evaluation. In the 1990's, L. Anderson, D. Krathwohl, P. Airasian, K. Cruikshank, R. Mayer, P. Pintrich, J. Raths and M. Wittrock conducted a study on its sustainability and came up with some alterations of the original hierarchy of thinking skills. The proponents' groundbreaking and transitional moves were later published in 2001 thereby exposing the taxonomy of cognitive domain to comprise series of verbs instead of the former nouns that were initially utilized. Words such as remembering, understanding, applying, analyzing, evaluating and creating replaced the terminologies of the order thinking skills. Moreover, the new taxonomy has evaluating replacing synthesis from the old taxonomy with the addition of creating as the highest order thinking skills.

While, the 21st century emerges with technological modifications alongside with the disclosure of mass media forms, Churches further reviewed the Revised Bloom's Taxonomy and created subcategories of digital skills delineating Digital Taxonomy in order to synchronized the intrusion of technologies and media in facilitating 21st century instructions for outcome-based education (OBE).

To realize these modern changes, the Digital Taxonomy as a contemporary taxonomy of the cognitive domain began focusing on situating learning in an environment that manipulates technological tools for the enhancement of teaching and learning processes. In here, Churches reformed the LOTS and the HOTS by adding digital verbs to the previously recognized verbs to that of Bloom's original taxonomy through the creation of sub categories found in each ascending order thinking skills.

Consequently, the thinking skills contain combinations of previously recognized and digital verbs use for the development of the hierarchy. A few of these thinking skills' examples are found in every classification of the newly formulated order thinking skills alongside digital activities to explain the core of Digital Taxonomy. Initially, Remembering means the employment of a learner's memory to create meanings, state facts, list, and state or recover materials or its sources. It includes, googling, labeling bookmarking, bullet-pointing, listing, matching, naming among others. To elucidate this through a digital activity, a student Googles the YouTube to search a video of a solar system. He further bookmarks the URL to remember the source of his learning material, when he needs the video, he Googles for easy access of the site. He operates his thinking skills by doing these technologically- related tasks. Secondly, Understanding refers to the productions of meanings from different kinds of uses. These implications maybe expressed in written forms or in diagrammatic ways. Subscribing, tagging, tweeting, sharing, commenting, comparing, contrasting, discussing, discovering, expressing, and explaining and many more. As an example, one tags a picture from the Internet source that he may have subscribed or accessed to appear on his Facebook. He comments to express his thoughts for his friends to read. He can share what he has tagged. The processes like subscribing to an online international journal, subscribing to job advertisement site, signing up to emails, availing messenger are some forms of digital understanding. Additionally, Applying is utilizing learned resources through recreations, reproductions, performances among others. Editing, uploading, painting interviewing, choosing, collecting, carrying-out, dramatizing, transforming; for instance, uploading a resume to an email or a website to apply for a job or a research student may wish to upload his research papers in an international journal for further editing before it is accepted for publication. Editing of a script before submission, picture painting using the Paint application, shortening a film through editing, putting captions on films, pictures and posters. Furthermore, Analyzing is tantamount to splitting the materials into smaller parts to understand the relationships of these parts to the whole. Advertising, appraising, categorizing, dissecting, calculating, deducing, elucidating, differentiating and outlining. To illustrate, after a researcher gathers his bibliographic sources, he classifies each source according to subject areas, topics or the types of sources. A student may have watched a film and by structuring the elements of the films, he creates an outline as his approach to write a film review or a student watches a film version of the Tales of Two Cities by Charles Dickens and breaks the story into sequence of events. With the use of a timeline, one can relate the important dates and events that comprise the whole story. The events alluded to history can even be further researched over the Websites applying more interwoven thinking skills apart from merely analyzing. Moreover, Evaluating denotes assessment / measurement based from accepted formulated principles. Revising, commenting, concluding, convincing, judging, assessing, justifying, validating, and reviewing. To exemplify, a student revises his research papers' documentations after noticing some errors in the bibliographic entries. To resolve the problem, he follows the guidelines of documenting sources from the American Psychological Association (APA). Mass communication students made a music video. Upon watching their project for the first time, they noticed that the voice of the performers do not synchronize with their actions onscreen. They also noticed that there are distortions in the musical scoring. The group revised what they have initially made. Finally, Creating represents the assembling of the related elements together to form the whole or production. It includes blogging, building, animating, developing, devising, integrating and inventing. To typify, a student mixes a musical background to a short film project with the integration of subtitles for audience to fully understand. At the beginning and ending of his video project, he builds opening or closing credits by creatively embedding animations in varied movements. Aside from a short film, there can be many digital activities that one can produce such as a voice over for a school video, blogging interesting articles on websites, creation of cartoon animation, PowerPoint presentation with the integration of text, video, effects and transitions ; extracting scenes from long films and remixing two films together and so on.

One concrete example that generally elucidates the interconnections of the Digital Taxonomy's order thinking skills is the varied E-learning systems that introduces great deal of collaboration. To be specific, the Blackboard enhances the digital thinking skills of the students as they approach the processes in performing the tasks assigned by the teacher. Some of these significant procedures manifest the inter-linkages of the order thinking skills such as opening the computer, surfing the Blackboard site, opening their Blackboard account when logging in, reading the Blackboard menu before proceeding to the next step, searching for the files in audio and in visual forms, recognizing the color codes the teacher has used to classify the nature of the file, connecting to URL where the lessons are connected from the websites, downloading the files to obtain personal copies, answering varied types of test uploaded, construction of projects files such as video and PowerPoint presentation and uploading these project files, checking marks as results of their performance, printing a copy of the files, saving the files in external disc to obtain personal copies, creating audio – visual projects and uploading them for their instructors to check, bookmarking the URL for easy access and connecting the computer to a projector when reporting is required in the class, among other tasks that determine the level of their thinking skills. In other words, the Blackboard LMS yield multiple interconnecting thinking skills from Bloom's Digital Taxonomy yielding remembering, understanding, applying, analyzing, evaluating and creating.

As technologies globally deliver other inventions capable for instructions, media will constantly be the substantial partners in the evolution of learning. As evidently observed, innovative educators can not help but advocate through these tools' incorporation to facilitate learning in all areas of disciplines in the academe. The status of education today will be a prelude of further development depending on what technologies offer for the future generations. The meantime as far as they currently exist, they define what digital taxonomy is for the progress of the 21st century learners.


Source by Marvin Wacnag Lidawan