Strengthening Educational Inclusion: The Interaction Between Bloom's Taxonomy, Universal Design for Learning, Habits of Mind and Technology in Educational Praxis

Currently, educational compromise is intimately related to the transformation “of’ and “from” schools. This transformation happens when educational praxis changes through contextualized actions, thus achieving quality in teaching. In this sense, the use of information and communication technologies is essential. Emotional education also plays a fundamental role in achieving a more complete, fair and inclusive education. To achieve this transformation, throughout this innovation proposal, we analyze the skills required by the society of the 21st century. These skills are related to teaching children to think, so that in the future they will be able to solve problems as critically and creatively as possible. To this end, we have reviewed the literature related to habits of mind, Bloom's taxonomy and the aspects underlying Universal Design for Learning (UDL), paying special attention to connecting the principles that all of them propose with technological educational resources. In this sense, we offer a synthesis of these essential skills that teachers should take into consideration in the classroom to achieve a more inclusive education and society.