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Applying Blooms Digital Taxonomy to Address Creativity and Second Order Digital Divide in Internet Skills

Applying Blooms Digital Taxonomy to Address Creativity and Second Order Digital Divide in Internet Skills

Aparna Purushothaman
Copyright: © 2017 |Pages: 21
ISBN13: 9781522506430|ISBN10: 1522506438|EISBN13: 9781522506447
DOI: 10.4018/978-1-5225-0643-0.ch020
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MLA

Purushothaman, Aparna. "Applying Blooms Digital Taxonomy to Address Creativity and Second Order Digital Divide in Internet Skills." Handbook of Research on Creative Problem-Solving Skill Development in Higher Education, edited by Chunfang Zhou, IGI Global, 2017, pp. 450-470. https://doi.org/10.4018/978-1-5225-0643-0.ch020

APA

Purushothaman, A. (2017). Applying Blooms Digital Taxonomy to Address Creativity and Second Order Digital Divide in Internet Skills. In C. Zhou (Ed.), Handbook of Research on Creative Problem-Solving Skill Development in Higher Education (pp. 450-470). IGI Global. https://doi.org/10.4018/978-1-5225-0643-0.ch020

Chicago

Purushothaman, Aparna. "Applying Blooms Digital Taxonomy to Address Creativity and Second Order Digital Divide in Internet Skills." In Handbook of Research on Creative Problem-Solving Skill Development in Higher Education, edited by Chunfang Zhou, 450-470. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0643-0.ch020

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Abstract

Internet technologies play a significant role to enhance creativity of the students in learning environments. Internet literacy is vital to effectively use the Internet tools to enhance creative learning environments. In the developing countries Internet literacy is still an unfulfilled dream for students coming from underprivileged backgrounds thus bringing a digital divide in skills. The chapter draws upon an empirical study done in India on how an intervention comprised of Internet training designed on Bloom's Digital Taxonomy and action research workshops based on the learning domains of the digital taxonomy was an effective approach for empowering women students through learning to use the Internet. The chapter puts forward the argument that an intervention for learning to use the Internet can be effective where focus is on the reflective and conceptual skills in using the Internet than focusing too much on the content that is dynamic.

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