Education thomas assignment

1

5

Shante Thomas

ACE

November 16, 2025

Technology Pedagogical Wheel for Literacy Instruction

Step 1- Research Summary (brief)

The success of the incorporation of technology in literacy teaching starts with a clear connection between digital technology and the learning goals. Technology must be a purposeful aid to the development of literacy and not a replacement of a good instructional practice (Thelma, et al., 2024). This process requires the use of Universal Design for Learning (UDL), which makes sure that the features offered by tools suit the requirements of various learners, i.e. text-to-speech and text size can be adjusted, captions can be closed, and the scaffold included in the tool. Another best practice is focus on aligning the cognitive rigor of the taxonomy developed by Bloom with the affordance of the chosen technologies.

Another important part of a successful technology integration is assessment and feedback. Digital tools help teachers to benefit with expedient formative assessments, the ability to annotate, and audio/video feedback to help teachers make prompt adjustments to their instruction (Aly, 2025). Lastly, technology ought to enhance student agency by providing meaningful decisions in expression and audience, i.e., blogs, podcasts, or video presentations. In their choice of tools, educators must focus on those tools that are cross-platform, cost-effective, available and facilitate collaboration and creation, but be flexible and age-oriented in to enhance their utility in literacy situations.

Step 2 — Pedagogical Wheel / Chart

This chart maps Bloom’s Taxonomy levels to action verbs, sample literacy activities, and a focused set of technology tools that yield the greatest benefit for diverse learners.

Bloom's Level	Action Verbs (sample)	Sample Literacy Activities	Focused Technology Tools (limited list)
Remember	identify, recall, define	quick recall of facts from a text; matching terms to definitions	Quizlet, Google Forms
Understand	summarize, explain, classify, describe	Summarize a paragraph, annotate text to show comprehension	Read&Write, Hypothesis
Apply	use, demonstrate, implement, solve	Apply reading strategy to new text	Google Docs, Padlet, Seesaw
Analyze	compare, contrast, infer, break down	analyze author’s craft; text-based evidence mapping	Hypothesis, Google Docs
Evaluate	critique, justify, assess, defend	evaluate sources for reliability; defend an interpretation in a discussion	Flip/ Flipgrid, Google Classroom
Create	design, compose, produce, construct	Create a multimedia book, publish a class anthology (Maganga, & Srivastava, 2025).	Book Creator, Canva, Anchor/Spotify or Flipgrid, Google Sites or Weebly

Step 3- Reflection

The best practices in the integration of technology in teaching literacy include intentional correspondence between digital technologies and learning goals. Technology must complement, not substitute, the currently being taught literacy skills, and universal design of learning (UDL) should be used as a guide to make decisions that are accessible to unheard-of learners. It is also necessary to match the cognitive demand as defined by the Bloom taxonomy with the capabilities of technology in order to have the students be advanced beyond the lower level of basic recall to higher levels of processing such as analyzing, evaluating and creating. These involve the application of tools that promote collaboration, multimodal creation, peer review and rich feedback. Accessibility is a priority; text-to-speech, closed captions, adjustable text size, scaffolded supports, etc. are all the elements which guarantee that every student will be able to meaningfully work on literacy tasks. Formative checks of assessments with rapid access to information, annotation features, and audio or video feedback can assist teachers to keep track of the progress and ensure data-driven changes in their instructions. Furthermore, technology must foster agency among students by providing them with a modular and audience choice with the platform of blogging, podcasting, and video production. To select the tools, one should ensure that they are cross-platform, low-cost, accessible and that they facilitate collaboration and creation in addition to being age-appropriate and adaptable across grade levels to reap the greatest benefit in teaching.

References

Aly, H. (2025).  Revolutionizing Digital Privacy Education For Older Adults: Enhanced Interventions and Ai-Assisted Learning Strategies (Doctoral dissertation, Clemson University).

Maganga, C., & Srivastava, A. (2025). Bloom's Taxonomy and Digital Technology to Enhance Map Reading and Interpretation Skills in Geography: An Experimental Study in Tanzanian Secondary Schools.  no publication of this paper.

Thelma, C. C., Sain, Z. H., Shogbesan, Y. O., Phiri, E. V., & Akpan, W. M. (2024). Digital literacy in education: Preparing students for the future workforce.  International Journal of Research,  11(8), 327-343.