The chapter “Cognitive Tools” from the online book Emerging Perspectives on Learning, Teaching, and Technology by Orey (2001) discusses how implementing instructional strategies that focus on using technology-based cognitive tools provide students with opportunities to learn “with” a computer as opposed to “from” it. “The appropriate role of a computer is not that of a teacher/expert, but rather, that of a mind-extension ‘Cognitive Tool’” (Orey, 2001, p. 3). The idea of cognitive tools as mind-extensions helps make a connection to the cognitivist learning perspective due to the fact that they both focus on students learning by exploring and tapping into resources that allow them to think critically in order to acquire and retain information. “Cognitivists focus on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy & McDonald, 2008, p. 16).
“The instructional strategy cues, questions and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). This strategy entrenched with technology is an effective cognitive tool. For example, when students can retrieve information from the Internet and organize it with the help of a graphic advance organizer, such as one created in Inspiration software, they can further their ability to process information and remember it. Furthermore, students will be able to strengthen their knowledge and be more engaged because they are learning “with” a computer versus “from” it.
Students can note take and summarize, as well, with technology-based cognitive tools. For instance, “To effectively summarize, students must delete some information, substitute some information, and keep some information” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 119), and students can do this with word processing applications, such as the Track Changes and Autosummarize tools in Microsoft Word.
Finally, virtual field trips and concept mapping also give students the opportunity to be engaged through computer technologies that allow them to explore and tap into resources, such as the Internet that help them obtain critical thinking skills and apply them. I have not tried this yet, but I am looking forward to it this week.
Lever-Duffy, J. and McDonald, J. (2008). Theoretical Foundations. In teaching and learning with technology. (3rd ed. pp. 2-35). Boston: Pearson.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Megan, I like the way you emphasize the use of computer learning technology to serve practices grounded in cognitive learning theory, rather than as subsitute teachers. This is what differentiates technological learning methods that facilitate meaningful learning from those that merely drill in rote knowledge. Active engagement, mental manipulation of new information, and integrating new information with prior knowledge are key to facilating true learning.
ReplyDeleteHi Megan,
ReplyDeleteI think that you will be suprised once you start using concept mapping tools like Inspiration and virtual field trips, how applicable they are to various subjects. Once you have assigned a few concept mapping assignments, it's always fun to ask the students for ides on other things that they could map.