The SAMR model and Bloom's Taxonomy are directly related in that they both encourage high order thinking within the education system. Both models acknowledge the need for educators to create and/or modify tasks that place significance on high order cognitive skills. They aim to increase student engagement, performance and achievement by use of technology, and in turn transform teaching and learning experiences (Schrock, 2017). This figure by Digital Learning Environment depicts just how achievable the inconceivable task is (although in my case I'd hope the transformation was in reverse!).
I have been able to demonstrate how high order thinking that is Bloom's Taxonomy and the SAMR model link together by use of a simulated health practical. The table below compares tasks set out for students in a traditional classroom versus one utilising ICTs for learning. This image lists the high order thinking skills being applied during the practical.
The students will monitor and document the changes in pulse rates during intense cardiac training in an attempt to gain an insight to the effects exercise has on the cardiovascular system. A pulse rate will be taken prior to the training commencing, at one minute intervals for five minutes of training, and every minute post training, during the cool-down phase of the training schedule. Students are to compile a spreadsheet and graph to document their findings. Students are to work in pairs. Paired data will be shared with the class for analysis and interpretation.
Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking, Curriculum & Leadership Journal, 12(14), 1.
Digital Learning Environment, (2017). SAMR. Retrieved 21 March 2017, from https://magic.piktochart.com/output/3496084samr-vs- blooms
Schrock, K. (2017). Schrock's guide to everything, SAMR and Bloom's. Retrieved 21 March, 2017, from http://schrockguide.net/samr.html