24 iPad Apps to Support Bloom’s Taxonomy

Posted by The Committed Sardine on

“Which iPad apps help to exercise the best skills for students in terms of creating and collaborating on school projects that engage and inspire? It just so happens that Laura Devaney from eSchool News has about 24 of them. Read on ....”


via eSchool News

Bloom’s Taxonomy, introduced in the 1950s as a system of organizing learning objectives into a pyramid, traditionally has started with creating at the top, followed by evaluating, analyzing, applying, understanding, and remembering.

Some educators today are flipping the triangle so that remembering is on top, followed by understanding, applying, analyzing, evaluating, and creating on the bottom.

During an edWeb.net webinar, educational technologist Kathy Schrock presented a variety of apps for iPads that can boost student engagement and collaboration, and that can be used for teaching and learning according to Bloom’s Taxonomy.

“Remembering” apps:
Diigo – A social bookmarking tool; teachers can use this app on an iPad to add relevant bookmarks, or create their own account and share. Lists can be organized into sub lists.
Evernote – A “must-have” app. Users can take notes, photos, create to-do lists, make voice reminders, and search their content.
Pearltrees – A curation tool with a social component. Users can search, link to other accounts, and organize their own content.
Idea Sketch – Users can create a mind map and turn it into a list or outline, and vice versa. It also offers organizational charts.

“Understanding” apps should help users summarize facts and ideas and retell information and events:
ShowMe – Users can record voiceover whiteboard tutorials and share them online. For a small fee, teachers can create a ShowMe group that only students can see.
Skitch – Users can add arrows, shapes, and text to images pulled from their iPad photos, such as adding arrows or highlighting routes on maps, and taking pictures of items to help students count.
ScratchWork – Students can take notes and browse the web in side-by-side viewing, and also can explain ideas and concepts as they go along.
Pixntell – Users add images, record audio, then create the movie.

“Applying” apps help students demonstrate methods or procedures, carry out procedures, let them experiment with concepts in a new setting, help them use ideas or knowledge, and let them discover a new purpose:
Audioboo – This is an app for making and sharing voice recordings. Audio can be up to 3 minutes in length and is posted to a user’s own account on the web.
MindMash – A brainstorming and note-taking application lets users create idea mash-ups by pulling in images, text, and drawings in a visual, free-form manner.
Flipboom Lite – This free version lets users create a single animation.

“Analyzing” apps help users discriminate fact from hypothesis, recognize intent, and deconstruct content, as well as helping them observe structure, organize content, and select important elements:
Wufoo – Teachers can use Safari on an iPad to create a survey for students. Users can make 3 surveys and get 100 responses per month for free.
Inspiration Maps – Students use diagrams to create maps, edit content, and transform content to outlines, and vice versa.
Zoho Creator – This online database requires a computer, but the corresponding iPad app can be used to enter and query data.
Word It Out – Students can create word clouds using the Safari browser on the iPad, and can take a screen shot and save it to their iPad photos.

“Evaluating” apps help students check for accuracy, detect inconsistencies, appraise efficiency, judge techniques, critique solutions, and evaluate procedures:
Easy Chart – Users create bar, line, and pie charts that can be saved in various sizes.
Side by Side – This app offers offline reading and note-taking capabilities. Up to four sites can be viewed on a split screen. For instance, students can browse web pages, download files, and take notes on each separate screen.
Google+ – Educators can moderate and follow a conversation on a topic and host a Google hangout for students.

“Creating” apps help users construct designs, generate possibilities, compose ideas, brainstorm solutions, design products, assemble plans, and propose hypotheses:
ScreenChomp – Allows a student to create an idea or share screen shot. It offers a recording voiceover option.
Splice – An easy-to-use video editor that allows for the splicing together of HD photos and videos. Users can add music tracks from their library and user other effects.
Vimeo – This is an online video hosting site, and the iPad app allows users to record video and audio, import images, and send the finished product to their Vimeo account.
Videolicious – Users can talk and tap to line up narration with a video recording. They also can record or import a story or add music.
Sock Puppets – Students create 30-second lip sync videos and share.
Haiku Deck – Users type in text and search for images to illustrate that text.

Follow Managing Editor Laura Devaney on Twitter: @eSN_Laura.


  1. Geoffrey Caine

    Really useful apps, and thanks. The problems is that the meanings of the various learning objectives are still too narrow and traditional.

    Most of the the apps actually just cover aspects of understanding with different degrees of rigor and depth.

    To see this, think about working backwards, with, say a good service learning project where the students are in the field for many weeks, working with ordinary people in everyday situations (say immigrants struggling to make a go of it). They use a variety of technological tools naturally in the course of this compelling problem and project.

    The project engages the students intellectually, emotionally, physically, and socially in a three dimensional world. And the content of the curriculum (anything from the sciences to the language arts to social studies to math) is interconnected in multiple ways and embedded in the project.

    Now ask which apps apply when and how?

    Most educators have not yet grasped how deeply understanding and synthesis and application all work together in a networked way. And for that to happen adequately, complex projects are needed.

    In order to spark some discussions I have just launched a (tongue in cheek) Campaign against “Learning.” The word “learning.” I think we need to get back to fundamentals by looking at learning in the natural, everyday world, and then rethink what we call “learning objectives” in schooling. http://goo.gl/l64Tm

  2. Ian Jukes

    Hi Geoffrey – thanks for taking the time to write such a thoughtful piece. I totally agree with your comments – the challenge we face is that between the 100,000 plus Sardines, there is a great diversity of perspectives – I’m just trying to nudge the thinking of those who think that technology is a subject or curriculum and help them understand that technology has to align with learning and not the other way round.

    • Geoffrey

      Your final sentence is exactly right. I think rhat every subject in the cyrriculum should be regarded in the same way!

  3. Ian Jukes

    I’m glad we’re on the same page Geoffrey…I really admire your work…IJ

  4. Pingback: 24 iPad Apps to Support Bloom's Taxonomy | Fluency21 ... | TabWatch.comTabWatch.com

  5. Ian Jukes

    Thanks for writing and for the kind words – it’s really worth taking a look at the archives – there’s a lot of really good material that goes back several years.

  6. Pingback: Blooms Taxonomy | My journey with ICT

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