KwaZulu-Natal artworks are finally getting deserved recognition and are being likened to British modernism, while writers and poets are also getting accolades in A Literary Guide to KwaZulu-Natal. This is an authoritative literary tourism guide that helps readers trace the steps of famous authors and poets from the province. While this can be considered a niche audience, the literary history in the book forms an important part of the South African identity, which makes the guide a must-have.
Bloom’s Digital Taxonomy (2008) was developed by Andrew Churches as an extension of the original Bloom’s Taxonomy and creates a hierarchy of learning activities in a digital environment. In this post I will provide a background to Bloom’s Taxonomy and its subsequent revisions, list each of the categories in the hierarchy and suggest a technology that can be used at each level to support learning.
Educational psychologist Benjamin Bloom developed a taxonomy of learning objectives in 1956, as a structure to understand the learning process. Divided into three psychological domains – cognitive (processing information), affective (attitudes and feelings) and psychomotor (physical skills) – his taxonomy progressed from Lower Order Thinking Skills (LOTS) to Higher Order Thinking Skills (HOTS). The levels he identified were: knowledge, comprehension, application, analysis, synthesis and evaluation. Bloom’s Taxonomy followed the thinking process with the logic that you “can not understand a concept if you do not first remember it, similarly you can not apply knowledge and concepts if you do not understand them” (Churches, 2008). Forty years later Lorin Anderson and David Karathwohl, former students of Bloom’s, revisited Bloom’s Taxonomy, publishing a revised version in 2001 which reordered the sequence of categories and used verbs rather than nouns to describe each category. It is this revised version that Andrew Churches used to develop his digital taxonomy, keeping Anderson and Karathwohl’s categories of remembering, understanding, applying, analysing, evaluating and creating, but extending them into the digital environment.
A Literary Guide to KwaZulu-Natal by Niall McNulty, Lindy Stiebel
ISBN: 978 1 86914 357 2
For several years I was involved in a research project at the University of KwaZulu-Natal, researching authors, their books and places connected to them. We produced a number of author profiles and literary trails over the years (in collaboration with a number of co-researchers), which we published online. Working with UKZN Press, we have taken that research and compiled a literary guide, which was recently published.
KwaZulu-Natal is culturally rich, offering a wide range of writers – writing mainly in English and Zulu – who are linked through their lives and their writing to this province of South Africa. The writers include, to name just a few, Alan Paton, Roy Campbell, Lewis Nkosi, Ronnie Govender, Wilbur Smith, Daphne Rooke, Credo Mutwa and Gcina Mhlophe. And how better to understand a writer than to know about the places they are linked to? For example, who, after reading the lyrical opening sentences of Paton’s famous book Cry, the Beloved Country (1948) has not wanted to see this scene in reality?
There is a lovely road that runs from Ixopo into the hills. These hills are grass-covered and rolling, and they are lovely beyond any singing of it.
A Literary Guide to KwaZulu-Natal introduces you to the regions and writers through word and image, leading you imaginatively through this beautiful province.
For all teachers struggling to integrate ICT in education in South Africa, the TPACK model is a useful tool, providing a way to integrate pedagogy, content and technology in the ordinary course of teaching in the classroom. This model informs how pedagogy is impacted by the use of digital technology and while deceptively simple it is a powerful teaching approach.
See the diagram below for a visual representation of the model and then watch the excellent three-minute explainer video by Royce Kimmons.