Rebeca Gonzalez's List: MTT

• Unlike earlier direct computer instruction models of the 1980’s where technology was used as an Intelligent Tutoring System, Mario’s application of technology is as a cognitive tool. Apart from shifting from a behaviorist to constructivist pedagogy, the paradigm shift whereby students learn “with” as opposed to “from” computers is important in several respects.
• (Lajoie & Derry, 1993, p. 37)
• the appropriate role for a computer is not that of a teacher/expert, but rather, that of a mind-extension 'Cognitive Tool'"
• One path was to make use of existing software applications in ways that allowed learners to engage in higher order thinking.
• By using a computer spreadsheet and graphing software the level of sophistication of the project was enhanced as well as the learning. Again, the computer can be seen as a cognitive tool to learn “with” as opposed to “from”.
• Finally, in combination with other learner-centered strategies described in this book like Project-based Learning, Problem-based Learning and the Six C’s of Motivation, motivation can be significantly increased using the cognitive tools model.
• Roles of Cognitive Tools Examples Specific Technologies   I. Information Seeking:
   

  These tools allow student to retrieve and identify information through learning situations that require the seeking of information.  

   Databases
   

  Search engines 

   Google
   

  Yahoo
   Alta Vista 

    II. Information Presentation:
   

  These tools enable information to be presented in a meaningful and appropriate representation.  

   Graphic Organizers
   

  Concept Maps 

   PowerPoint
   

  Word 

    III. Knowledge Organization:
   

  These support students by allowing them to use a tool to establish relationships among information by structuring or restructuring information by manipulating information. 

   Spreadsheets
   

  Presentation Tools
   Notebook Tools 

   Inspiration
   

  Excel
   Word
   HyperAuthor 

    IV. Knowledge Integration:
   

  Such tools allow students to connect new information to prior knowledge therefore students are building a larger  array of information. 

   Mapping tools
   

  Simulations 

   Online discussions
   

  Teleconferences
   Video streaming
   Podcasting (LearnOutLoud.com) 
• Presenting information involves the organization, format, and verbalization of knowledge conveyed through cognitive tools.
• Selecting relevant content, (2). Selecting information that enhances decisions and interpretations, (3). Representing content and relationships in different forms
• These tools demonstrate how information is distinguishable to each learner, Jonassen and Carr state, “Learners attempt to organize knowledge according to their unique experiences and interpretations, rather than simply ‘copying’ the organization provided by teachers”
• Knowledge Integration
• assessing, reorganizing, and verifying new and gathered information, elaborating them and making decisions
• video streaming
• The generation of knowledge applies students’ abilities to represent knowledge in a meaningful format that mirror cognitive skills and strategies employed through the interaction with the information. Significant effort is required for students to design and construct their knowledge. These tools illustrate constructivism, “the creation of unique learning artifacts is important to constructivist-inspired views of learning” (Iiyoshi, et al, p. 290
• “When students work WITH computer technology, instead of being controlled by it, they enhance the capabilities of the computer, and the computer enhances their thinking and learning” (
• When allowed to play the role of developer/ designer, students tend to perform at a higher level than even their teacher felt was possible. Lehrer reflects that these types of tasks “promote the evolution of a wide range of skills that are valued both in the classroom and beyond”
• • Cognitive tools function best in constructivist learning environments. 
  • They can motivate and engage learners through realistic contextual learning. 
  • The tools should help manage the cognitive work, not increase it. 
  • A variety of tools can be necessary to support diversified learners and various cognitive processes. 
  • The same tool may support various functions. 
  • The tools should provide students the ability to actively address meaningful questions and problem solving that are realistic and offer feedback. 
  • Scaffolding may be needed in order for the student to effectively use a tool. 
  • They allow students to focus on higher order thinking and developing an array of knowledge through thinking and reflection. 
  • Tools need to support the students’ expression of knowledge. 
• Cognitive tools can require troubleshooting and encompass other technology issues related to users and designers.

16 more annotations...

• I will use this site as part of Thanksgiving celebration and ask students to compare and contrast old and new technologies, investigate communication resources ans the use of technologies. - Rebeca Gonzalez on 2009-10-22

• Trips through  the Nanoworld
• The Learning Bridge,
• John  Muir Exhibit
• Leonardo da Vinci Museum
• Ontario Science Center

3 more annotations...