Blooms, SAMR & the 3 C’s

Make your teacher tool kit balanced between the 3 C's

All the apps you’ll ever need

As I prepared for an upcoming presentation at a local University I unloaded my test iPad of all its applications and created a new iPad, complete only with apps which I use at school every week. This iPad would become my “essentials” iPad, strategically and efficiently full of apps I wholly recommend to every educator I meet.

I went through the apps and I developed a list, indicating the apps purpose. I found that these purposes consistently fell into 3 categories: Consumption, Creation and Collaboration.


  • Safari
  • iTunes U
  • iBooks
  • Khan Academy
  • Zite
  • Free Books
  • YouTube
  • Quick Math
  • Gamification apps


  • Camera
  • Pages
  • Keynote
  • iMovie
  • Explain Everything
  • Book Creator
  • Show Me
  • Sonic Pics
  • Photoshop Touch


  • Edmodo/Schoology
  • Google Sites/Wikis
  • Showbie
  • Dropbox
  • Mail
  • Nearpod
  • Skype/Facetime
  • Twitter
  • *AirDrop

I found I had many educational gaming type apps (gamification of learning) which fitted into the Consumption category. These gaming apps could be easily subdivided further into learning areas, English, Maths, Science, SOSE, Humanities etc, and i’ll do this in another post soon.

Today I chose to focus on these 3 “C’s” activities, and it was clear that they could be easily aligned to Blooms Taxonomy objectives. In fact if I moved around this venn diagram twice (Round 1 and Round 2) not only was it easy to see how the different levels of Blooms was attained, but you could even align the tasks to the SAMR level as well.

When you are considering your teaching tool kit, consider a concise balance between these apps.

Which apps are you consuming (researching, learning specific facts) with?

Which apps are you collaborating (sharing, building, assessing) with?

Which apps are you creating (combining, presenting, concluding) with?

As you get comfortable with this process and the apps you are using, try it again. Except this time, look to further your classroom activity by exploring your existing apps further with new objectives in Blooms, or use new apps to challenge your students to find new tasks – which were considered inconceivable before you had an iPad. It is at this second visit that you will see your classroom practice truly transforming.

I would value your opinion on this alignment of 2 models made possible with the iPad.


  1. Doug – thank you for this view of apps from three different perspectives, putting it in a way which allows us to consider all of them at the same time.
    This is a problem that we often face as educators (probably face this in almost any sphere) where we have theories or models which take a slightly different slant on a topic, and we have to make sense of it. Puentedura’s SAMR model of technology adaptation/integration, together with Bloom’s Taxonomy (levels of intellectual behaviour important in learning) mesh well with the three Cs in your description.

  2. Doug – Inspired by this article and how you have put all of these models together. I will be attempting…to some degree implement this in my Term 2 IT Class at TAFE! Will let you know what the results are if interested.

    • Doug Loader

      Hi Ben,

      Great to hear from you. Please let me know if the model has been useful for your studies. Thanks, Doug

  3. Suzanne Canali

    This is a great resource. The Venn diagram and app inventory is wonderful. As an artist and educator I always want to remind people that Bloom’s was revised and synthesis/creation is not the highest order of thinking. So evaluation and synthesis need to be switched. Thanks for sharing this.

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