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These support students by allowing them to use a tool to establish relationships among information by structuring or restructuring information by manipulating information. Such tools allow students to connect new information to prior knowledge therefore students are building a larger array of information. Shim and Li summarize Jonassen's Cognitive tools for teachers with the following table:.

Simulation

From these various classifications, Daniel K. Schneider thinks that one could distinguish these broad categories of cognitive tools. This classification is not based on principles, but rather on what I feel are typical clusters of usage in schools. In our experience need some more serious data here , the most popular tools are the ones that are both easy and familiar from other context and of use for non-educational purposes. A more systematic and thoughtful classication scheme has been developed by Kim and Reeves The authors identify the following dimensions:.

Note: The authors insist that in any case cognitive tools should be considered partners that interact with learners to create knowledge and require higher-order thinking from learners. This section should index related articles that refer to specific kinds of tools not complete yet!

Simulation: Presentation Technique and Cognitive Method by Andrea Gleiniger

Cognitive tools can be really simple, e. Among teachers, paper-based tools like interactive notebooks or organizers are also very popular, e. From EduTech Wiki. Jump to: navigation , search. 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.

LECTURE METHOD

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.

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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. 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.

In summary, the theoretical assumptions about cognitive tools based from the distributed cognition view are: Cognition is distributed between learner s and a cognitive tool; The way in which cognition is distributed is first determined by the intentions of tool designers, i. Navigation menu Personal tools Log in Request account.

Namespaces Page Discussion. Views Read View source View history. Slow Search. Page last modified , 16 January Information Seeking: These tools allow student to retrieve and identify information through learning situations that require the seeking of information.

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


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Knowledge Integration: Such tools allow students to connect new information to prior knowledge therefore students are building a larger array of information. Are useful for supplementing the learning of concept-rich content, such as that in geography, social studies, and the sciences Support the storage and retrieval of information in an organized manner Structure is inherent in all knowledge, so using a database that helps learners to structure what they know will facilitate understanding. Are also effective for planning other kinds of productions and knowledge bases.


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