Bloom (1956) developed a system or ‘Taxonomy’ to enable learning objectives to be planned and measured properly.Simpson’s version – addresses sensory and perceptionHarrow’s version – addresses movement, communication and body language
Bloom (1956) developed a system or ‘Taxonomy’ to enable learning objectives to be planned and measured properly.Simpson’s version – addresses sensory and perceptionHarrow’s version – addresses movement, communication and body language
The affective component addresses feelings of fear, hesitation, and uneasiness experienced before and while learning using iPads. On average, the students expressed a positive attitude (4/5) under this component showing confidence about the use of the iPads. The perceived usefulness component involves behavious arising from beliefs about the advantages of learning using iPads. On average the students expressed a border line attitute under the perceived usefuness component (3/5) with particularlly low scores under (Question 13: ‘most things that one can get from learning using iPads can be obtained or arrive at through other means’). The perceived control component refers to one’s feelings and reactive behaviour while manipulating technological tools. On average, once again, the students expressed a positive attitude (4/5) under this component showing confidence about the use of the iPads. Finally, the behavioral component focuses on the behaviour manifested as willingness to use iPads for learning. In this component, the students expressed a positive attitude (4/5) showing willigness to use iPads for learning in the classroom (See Figure 3).
