Mapping digital technologies to pedagogies inspired by Bloom's taxonomy

With continuous developments in digital educational technology, it may be tempting for educators to use some of those technologies in their practices for the sake of it, like as a tick box exercise, without much thought about how best such technologies can fit with the different pedagogies. This can especially be the case when professional development reviews identify one of the areas needing development as the lack of usage of technology in teaching practice. The role of digital educational technology is to enhance or support the learning and teaching processes. Technology is not meant to replace the educators, but to extend their capabilities in facilitating learning. As such, pedagogy should remain at the centre of every learning activity with the aim to achieve learning outcomes in each of such activities. This paper is on mapping the various digital technologies to different learning pedagogies in order to help inform educators on the choice of digital technologies to employ in their learning activities, in a way that addresses their pedagogical approaches. The mapping hinges on the revised version (2001) of Bloom's taxonomy [1] to ensure that all levels of learning are represented