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From Wikipedia, the free encyclopedia
Definition Cognitive Tool
- Cognitive tools refer to
learning with technology (as opposed to learning through
technology).Jonassen (1994) argues that
“ technologies, from the ecological
perspective of Gibson (1979), afford the most meaningful thinking when
used as tools”.
- Cognitive tools are
generalizable computer tools that are intended to engage and
facilitate cognitive processing. [...] Cognitive tools can be thought
of as a set of tools that learners need in order to serve cognitive
apprenticeships. [...] They scaffold the all-important processes of
articulation and reflection, which are the foundations of knowledge
construction. They (gag, can I say it?) empower the learners to think
more meaningfully and to assume ownership of their knowledge, rather
than reproducing the teacher's. The major problem if we accept this
conception of technologies is what to do with all of the instructional
designers... (Jonassen 1994).
- Cognitive tools help learners
with complex cognitive learning activities and critical thinking.
These tools are learner controlled in the sense that they construct
their knowledge themselves using the tools rather than memorizing
knowledge. In this perspective, computer systems are "partners" that
stimulate learners or groups of learners to make maximum use of their
cognitive potential.
Why a cognitive tools approach ?
Let's start with a longer
quotation from Reeves (1999)
keynote speech at Ed-Media 1999:
- " The foundation for the use
of interactive learning systems as "cognitive tools" (the "with"
approach) is "cognitive psychology." Computer-based cognitive tools
have been intentionally adapted or developed to function as
intellectual partners to enable and facilitate critical thinking and
higher order learning. Examples of cognitive tools include: databases,
spreadsheets, semantic networks, expert systems, communications
software such as teleconferencing programs, on-line collaborative
knowledge construction environments, multimedia/ hypermedia
construction software, and computer programming languages. In the
cognitive tools approach, interactive tools are given directly to
learners to use for representing and expressing what they know (Jonassen
& Reeves, 1996). Learners themselves function as designers, using
software programs as tools for analyzing the world, accessing and
interpreting information, organizing their personal knowledge, and
representing what they know to others. "
The basic principles that guide
the use of interactive software programs as cognitive tools for teaching
and learning are:
-
- Cognitive tools will have
their greatest effectiveness when they are applied within
constructivist learning environments.
- Cognitive tools empower
learners to design their own representations of knowledge rather
than absorbing representations preconceived by others.
- Cognitive tools can be used
to support the deep reflective thinking that is necessary for
meaningful learning.
- Cognitive tools have two
kinds of important cognitive effects, those which are with the
technology in terms of intellectual partnerships and those that are
of the technology in terms of the cognitive residue that remains
after the tools are used.
- Cognitive tools enable
mindful, challenging learning rather than the effortless learning
promised but rarely realized by other instructional innovations.
- The source of the tasks or
problems to which cognitive tools are applied should be learners,
guided by teachers and other resources in the learning environment.
- Ideally, tasks or problems
for the application of cognitive tools will be situated in realistic
contexts with results that are personally meaningful for learners.
- Using multimedia
construction programs as cognitive tools engages many skills in
learners such as: project management skills, research skills,
organization and representation skills, presentation skills, and
reflection skills.
- Research concerning the
effectiveness of constructivist learning environments such as
microworlds, classroom-based learning environments, and virtual,
collaborative environments show positive results across a wide range
of indicators.
- In summary, thirty years of
educational research indicates that various interactive technologies
are effective in education as phenomena to learn both "from" and "with."
Historically, the learning "from" or tutorial approaches have received
the most attention and funding, but the "with" or cognitive tool
approaches are the focus of more interest and investment than ever
before. Preliminary findings suggest that in the long run,
constructivist approaches to applying media and technology may have
more potential to enhance teaching and learning than instructivist
models (Jonassen & Reeves, 1996). In other words, the real power of
interactive learning to improve achievement and performance may only
be realized when people actively use computers as cognitive tools
rather than simply interact with them as tutors or data repositories.
This longer quotation (sorry)
summarizes key features of the "cognitive tool approach": Learner
empowerment, project-orientated authentic and "meaningful" learning,
variety of tools.
Technology and examples
Cognitive tools can be really
simple, e.g. a Word processor that will allow a teacher to scaffold a
student's activity planning process (one can write outlines, use the
text as a mirror, etc.).
Forum + argumentation
Collaborative hypertexts
- This Wiki is also used in
teaching, e.g. students participate through writing activities. During
the summer semester 2006 a few students participate in a
course that will only be offered once and that features only
writing activities.
Tools for organizing ideas
Tools to organize writing
activities
Professional tools
Simulation and microworld
building
áËÅ觢éÍÁÙÅ :
http://edutechwiki.unige.ch/en/Cognitive_tool |
