CIC2601
Assignment 3
DUE 6 August 2025
, CIC2601
Assignment 3
DUE 6 August 2025
Question 1: Fostering Higher-Order Cognitive Skills Through Digital Technologies
Integration of Digital Technologies
Digital technologies, when thoughtfully and purposefully integrated into teaching, can
foster higher-order cognitive skills such as analysis, evaluation, and creation, as
outlined in Bloom’s revised taxonomy (Anderson & Krathwohl, 2001). Underlying this
view is the assumption that technology is pedagogically neutral; its effectiveness
depends entirely on how it is embedded within instructional design.
For instance, interactive tools like PhET Simulations, Google Workspace, and learning
management systems such as Moodle enable active learner engagement. PhET allows
learners to manipulate variables and observe outcomes in real time, encouraging
hypothesis testing, critical analysis, and iterative reasoning. These digital interactions
reflect constructivist learning theories, where knowledge is constructed through active
inquiry and exploration.
However, a key tension emerges between the potential affordances of digital tools and
their practical classroom application. In many contexts, such technologies are
repurposed for passive content delivery—for example, linear PowerPoint
presentations—thus failing to harness their full pedagogical potential. This highlights a
deeper philosophical stance: educational technologies are only as powerful as the
pedagogy that shapes their use.
A broader implication concerns equity. Disparities in device access and reliable internet
connectivity risk exacerbating existing educational inequalities (Selwyn, 2016). Thus,
while digital tools can enhance cognitive engagement, integration must be inclusive and
context-sensitive, ensuring all learners can meaningfully participate in higher-order
learning tasks.
Assignment 3
DUE 6 August 2025
, CIC2601
Assignment 3
DUE 6 August 2025
Question 1: Fostering Higher-Order Cognitive Skills Through Digital Technologies
Integration of Digital Technologies
Digital technologies, when thoughtfully and purposefully integrated into teaching, can
foster higher-order cognitive skills such as analysis, evaluation, and creation, as
outlined in Bloom’s revised taxonomy (Anderson & Krathwohl, 2001). Underlying this
view is the assumption that technology is pedagogically neutral; its effectiveness
depends entirely on how it is embedded within instructional design.
For instance, interactive tools like PhET Simulations, Google Workspace, and learning
management systems such as Moodle enable active learner engagement. PhET allows
learners to manipulate variables and observe outcomes in real time, encouraging
hypothesis testing, critical analysis, and iterative reasoning. These digital interactions
reflect constructivist learning theories, where knowledge is constructed through active
inquiry and exploration.
However, a key tension emerges between the potential affordances of digital tools and
their practical classroom application. In many contexts, such technologies are
repurposed for passive content delivery—for example, linear PowerPoint
presentations—thus failing to harness their full pedagogical potential. This highlights a
deeper philosophical stance: educational technologies are only as powerful as the
pedagogy that shapes their use.
A broader implication concerns equity. Disparities in device access and reliable internet
connectivity risk exacerbating existing educational inequalities (Selwyn, 2016). Thus,
while digital tools can enhance cognitive engagement, integration must be inclusive and
context-sensitive, ensuring all learners can meaningfully participate in higher-order
learning tasks.
