ABSTRACT
1:1 technology has the power to radically transform how teachers teach and what they do with precious class time. When they let 1:1 technology transform their classrooms, they no longer have to abide by the same rules of chronos that, in the past, governed teaching and fettered learning. Bloom’s revised taxonomy gives teachers language to discuss the types of learning objectives they have for their students. However, higher-level Bloom’s tasks are also associated with a greater demand for critical thinking and thus place a higher intrinsic cognitive load on students’ working memory. After teachers have prepared their students for the transition to a blended learning environment, they must think about how they will engage them in meaningful learning outside of school. At some point in the transition, many teachers notice that, without accountability tools built in, students may choose to slack a bit, and either not do the assignment.
