Reading Response #2

Telecollaborative projects can help develop students' critical thinking skills because it allows them to build off strong foundations of knowledge, comprehension, application, and analysis. Ultimately students will reach the highest level of Bloom’s Taxonomy, synthesis and evaluation (Bloom et al.'s Taxonomy of the Cognitive Domain). Through working with peers, students can collaborate ideas making new and original products they might not have been able to do alone. The different categories of telecollaboration are useful not only to students but to teachers as well. Through teacher to teacher and class to class telecollaberation, individuals are able to share and construct new and genuine ideas. These ideas are then implemented into the classroom providing students with a completely unique learning experience designed to guide them to the highest levels of learning.


The skills acquired through telecollaborative projects allow students to become optimal learners and analysts. Bloom’s taxonomy provides a guideline for teachers to judge and scale student learning. Starting from the bottom and working your way up the pyramid, students build off of previously gained knowledge proving their ability to reach the top. They become organized, functional, and analytical students. Not only are students able to recognize their own ability they become aware of each other’s strengths and weaknesses, only adding to individual internal resources (Enerson, 2). Through telecollaborative projects students are allowed the opportunity to develop a new set of critical skills that will guide them through their educational adventure. Print Page in IE