Norman (1993) argued that the human cognitive capacity is often overestimated; in fact, without external aids, humans only have very limited memory and reasoning capacity for cognitive-related tasks. When a cognitive task becomes highly demanding, an agent often needs to make use of his/her external world and possible fellow inquirers as sources of knowledge, organisers of activity, and in general as extensions of his or her cognition to increase work capacity . More often and not, such resources are also accompanied by the use of socio-culturally developed cognitive tools or artifacts (Resnick, Säljö & Pontecorvo, 1997). By using cognitive tools and other artifacts, unnecessary cognitive load can be reduced such that the limited memory can be spared for more complicated tasks (Pea, 1993; Salomon, Perkins, & Globerson, 1991).
What are Cognitive Tools? Cognitive tools are often referred to as:
Besides cognitive tools, there is another category of tools which is often called the productivity tools. Have a look at the following video to understand what productivity tools are. Types of Cognitive Tools Based on Jonassen (2000), cognitive tools can exist in the following forms:
Nuutinen, Sutinen, Botha, & Kommers (2010) summarize the characteristics of cognitive tools (aka mindtool) as follows:
Some New Developments
Early works on cognitive tools focused largely on tools that advanced individual learning but more recent thinking and advances in technology permit considering how computers can serve as cognitive tools to enable new forms of social knowledge construction (Lajoie, 2000). Theories on cognition have traditionally served to examine an individual's mental processes. As a consequence, traditional cognitive theories are often found to focuse on analysing how an individual agent processes mental representations. In recent developments, cognitive psychology has increasingly emphasized the socially distributed (or shared) nature of cognition. This leads to Distributed Cognition which refers to a process in which the cognitive resources are shared socially between agents and artifacts in the environment. By having more cognitive resources coming together, complex tasks can be accomplished more probably than an individual's own resources (see http://nexus.hs-bremerhaven.de/library.nsf/bf25ab0f47ba5dd785256499006b15a4/30bb62d76118ded3c12578530056a136/$FILE/CollaborativeLearning.pdf). The advances of distributed cognition and technologies have given new roles to cognitive tools. In general, cognitive tools are used in the following situations:
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50 Comments
R Vishunu
1/21/2018 10:15:50 am
Cognitive tools such as interactive apps, videos, and digital technology have provided a versatile media environment for the needs and designs of both the learners and the conducting teachers. Through ICT integration in the curriculum, amends and various approaches to teaching and learning begin to take effect. Among them is the change in learning environments from being teacher-centered teaching to student-centered. For example, applications such as 'Voicethread' allow individuals to post tasks for collaborative feedback by peers. This approach correlates with the co-constructivist model of feedback (Askew, 2000), with both creator (teachers) and responder (students) conducting productive dialogue for critical discussion.
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Li Huimin
1/22/2018 10:46:20 pm
Hi Vishunu, I agree with you that the teaching pedagogies has been transforming as we have better understanding about how people learn, how their cognition develops , how they interactive with environment and other people in the environment to construct knowledge and form their thinking. So instead of feeding all the subject matter knowledge to the students, students learn better when they are actively engaged in the learning process. ICT function as a "intellectual partner" ( Jonassen’s , 2000)
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Melissa Sin
1/21/2018 03:44:23 pm
I refer to the question "Must cognitive tools be generalizable tools?" and to answer this, I fall back upon the underlying thinking associated with most learning theories hypothesized and widely promoted today- Constructivism. It is assumed that the knower constructs a reality based on his experiences hence he conceives of his own representation of the external reality differently from others. As such, for this “construction” to begin, the knower uses new information to connect and form personal relationships with information that is already known (to him), hence learning occurs. In this way, for cognitive tools to aid in the learning process, it is then required for the tools to “be applied in a variety of subject matter domains” (Technology as Cognitive Tools: Learners as Designers, Jonassen, 2005); for the knower does not see information independent of the subject and context it is acquired from. He will want to customize his representation of that information, so as to fit it in as wholly as possible, connecting as many links he can find between the multiple facets of the information and his “jigsaw” representation of reality. Thus the knower can then reduce attention spent on learning the myriad of tools for different facets of a piece of information, but rather on the content itself.
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R Vishunu
1/22/2018 11:56:54 am
Hi Melissa, I totally agree with your viewpoint on "Constructivism" in today's timeframe. I believe that learners should actively take ownership of their own learning process instead of being automaton recipients of knowledge which are given to them by the teacher. The underlying principle of term constructivism is that knowledge is created within the learner through his or her experiences either through a social process. This is an active development whereby the learner engages with cognitive tools in some way or another to make meaning (Howell, 2014). It respects the individual learner and also places responsibility for learning and meaning-making in the learner’s hands.
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Melissa Sin
1/22/2018 12:34:07 pm
Hi Vishunu, yes, that was what I was thinking regarding the implications on the learner. This then leads us to think about our role as an educator, is it in some way diminishing or shifted to a new perspective, or could it be even more emphasized as we are now concerned with more considerations based on every individual learner? I'm still trying to make sense of this but with the utilization of Technology, I believe it can aid us in achieving common grounds and scaffold the convergence of goals between our role and that of the learner.
Pamela Low
1/23/2018 03:02:26 am
Hi Vishunu and Melissa,
Pamela Low
1/23/2018 02:51:59 am
Technologies in education nowadays have taken the role of a productivity tool more often than as a cognitive tool. ICT tools are usually used to convey a certain concept to students in a method easier for the educator and usually so because the tools can accomplish what the teacher cannot. For example, instead of teaching a certain concept in the classroom, videos about the concepts are played in the classroom to convey information to the students and educators can move on with the other areas without the need to address the content conveyed. Educators believe that “communicating content to students will result in learning” (Jonassen, 2005) and the ICT tools they employed has accurately depicted using symbols the message they intended to convey. However, for technology to be a cognitive tool that “enhance the power of human beings during thinking, problem solving and learning” (Jonassen & Reeves, 1996), there seems to be a lack of real interaction between the students and the technology in this era of learning. If we want to use technology as a cognitive tool, I feel that educators have to first assess the type of education they want their students to have (student-centered or teacher-centered). Educators can then employ the ICT tools as facilitation tools to help achieve the desired education they designed for their students.
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Carian Tham
1/23/2018 09:20:00 pm
Hi Pamela,
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Carian Tham
1/23/2018 09:11:19 pm
One of the crucial information which I have obtained from today's lesson would be the 'Characteristics of a mindtool'.
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Chu Wen Shen
1/25/2018 02:31:33 pm
Hi Carian,
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Melissa Sin
1/28/2018 01:42:27 pm
Hi Cariam and Wen Shen, the points both of you have raised are very much similar to what went through my mind many times every time my school requests for teachers to desgin and carry out "ICT-related/infused lessons". Many a times the ICT tool is chosen based on cost, ease of usability and aesthetic (clean, not too complex). However, I feel the functionality of the tool should instead be prioritized when considering it for use. Should the ICT tool merely be utilized for jobs easily done with pen and paper then it loses its value and becomes dispensable. As such, majority of the ICT projects I've seen (even took part in!) borders on being superfluous and this cause the results observed from said projects to be unreliable in assessing the usability of the ICT tool. For an ICT tool to be chosen appropriately, we have first be clear on the needs of our learners, and with the aim in mind, to consider the edge the tool holds over "traditional" tools, capitalize that and then, design its application accordingly.
Esther Tan
1/28/2019 10:35:43 pm
Hi Melissa, I agree with you that sometimes schools just carry out "ICT-related/infused lessons" for the sake of it, without any real purpose or value added to learning. I have experienced many times teachers using mobile devices/computers as a tool in a bid to "enhance" the learning experience, but the lesson/activities are still very much controlled by the teacher (i.e. teacher-centered), and the students don't enjoy the freedom these tools can potentially offer - e.g. collaboration, cooperative/team communication. I feel that cognitive tools would play a much more useful role in a student-centred environment than in a teacher-centred one.
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Chu Wen Shen
1/25/2018 08:39:41 am
The use of technology as cognitive tools is rapidly becoming widespread in the education landscape today. The benefits are evident, but this phenomenon invites us to rethink about the cognitive development of a child. In Piaget’s theories of development, he proposed a structure, outlining four stages of development, namely Sensorimotor stage, Preoperational stage, Concrete operational stage and lastly the Formal operational stage. These stages of development were proposed before the advent of technology as cognitive tools. So perhaps, we can think about the possibility of accelerating the cognitive development of a child through the infusion of technology as cognitive tools.
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Demi
1/26/2018 02:01:05 pm
Hi Chu Wen Shen,
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Patricia Sin
1/27/2018 12:59:17 pm
Hi I agree with you too on being cautious about the over-infusion of technology. No doubt technology supports learning immensely through collaboration to co-construct knowledge real time, there are still certain topics that are better experienced first through manipulation of real objects. For example, it'd make more sense for pupils to play real instruments during music lessons as compared to using garage band online. Or for pupils to actually observe, to touch and feel real plants for science lessons, even though there may be videos that can show the very same thing. In this way, pupils are also more able to see the relevance and meaning in what they are learning instead of it just being a textbook knowledge. So, while we embrace the benefits of technology in enhancing learning, it is important that we as educators, do not forget the knowledge that the real world around pupils can offer too to create a more holistic learning experience.
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Demi
1/26/2018 03:16:17 pm
ICT tools are highly emphasized nowadays. They enable us to be more productive and also enhance our thinking. For example, Diigo was being introduced in class. This is a great example of a productivity tool, especially for students. The fact that Diigo can keep track of the articles you have browsed through in the Internet and bookmark the important pages and show the highlighted paragraphs/ sentences, which facilitate our learning process. The database enables students to search for the information they need much more easily. However, when it comes to children, ICT tools should be selected wisely. For example, Raz-kids (an online leveled kids reading resources), installed in each students’ iPad is often used in class when I was working at Taipei American School (TAS). I believe this is a great cognitive tool for young children as the reading quiz prompts them to think what they have already read and also search for the deeper meaning behind each short story.
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Manickam Sumathi
1/26/2018 06:07:07 pm
When we were discussing about the characteristics of cognitive tools, a significant message came across. If a tool is powerful but difficult to use and does not allow students to focus on the learning of the subject, the tool will not serve its purpose. Hence a cognitive tool should facilitate knowledge construction, allowing the user to focus on the subject rather than on the tool itself.
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Patricia Sin
1/27/2018 01:15:33 pm
I really like the phrase “learn with technology, not from technology”. It emphasizes technology’s role as an intellectual partner alongside us. The word ‘partners’ suggest both learners and technology are neither masters of each other and should not take control of the other. As such, while using technology, we got to be mindful of its primary purpose and functions and not bend it to fit our lessons simply because the tool seems ‘cool’ aesthetically. If it is not going to be able complement or value add to the learning of a particular content, then it might be a better idea not to use it. On the other hand, while technology provides the support for learning, we should not let it control our lessons by taking the focus away from content to its technicalities. Hence, the main point here is really to not compromise the thinking process in learning as a cognitive tool.
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Melissa Sin
1/28/2018 02:05:51 pm
Hi Patricia, I liked the view you take on this subject and would like to put forth another one which takes a slight slant from yours, which is to "learn through technology" instead. Personally, in using the word "through", I wish to emphasize that technology as a tool is subject to my/ the user's needs. I see it as a preferred method through which I do my "learning" due to its affordances and as one (but significant) step in my learning process. In stating that it is but a step, I am implying that there are more steps after that the learner is still required to complete on his own, for example weighing decisions and contemplating consequences derived from content of user input and program output. As such, technology works as a support and that my needs and application of knowledge are still key in the design of learning.
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Pamela Low
1/28/2018 01:37:23 am
There is a plethora of technology tools that we can employ as cognitive tools for students to help them construct knowledge especially when cognitive tools can exist as “generalisable tools” where they are not specific to any purpose and can be used in many settings. The most vital trait of a cognitive tool is that it should “engage and facilitate cognitive processing” by “supporting, guiding and extending the thinking processes of their users”. This definition of cognitive tool hit me hard because when I look at the types of technology tools (for example, Kahoot!) I used in the classroom, I realised that I utilised the tools as medium to spike students’ interest in learning but did not help in facilitate in their thinking at all. A lot of the students’ attention were focused “on the tool and not on the subject itself”. I agree that when educators employ technology tools, it is important that educators create an appropriate learning environment where students can “interact” with the technology. I agree with Salomon when he mentions that "students learn and retain the most" when "cognitive tools require students to think mindfully when in order to use the application to represent what they know”. (Jonassen, 2005)
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Aishwaryaa Kumar
1/28/2018 03:12:24 pm
As John Dewey theorizes, both the teacher and the learner must learn together and they need to interact with their surroundings in order to adapt and grow as learners. As such, using cognitive tools to enhance teaching and learning is becoming increasingly crucial in today’s world where technology is plaited into every part of our lives.
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Demi
1/29/2018 11:03:56 am
The importance of a constructivist learning approach cannot be ignored as we are receiving a much larger information input than we have ever encountered in the 21st century. The teacher-led learning modality has been slowly replaced by the student-led modality, especially in higher education, as to enhance students’ cognitive development. Furthermore, with the aid of mindtools, learners can construct their ideas and their own conceptualisation in a more structured way. However, the relationship between learners and mindtools should resemble more as intellectual partners rather than student/teacher.
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Christina Peh
1/19/2019 11:56:53 pm
In line with Thinking Schools, Learning Nation framework, Ministry of Education (MOE) launched the first MasterPlan for Information and Communication Technology (ICT) in April 1997. Since then, cognitive and productive tools are introduced into the curriculum to enhance students’ learning using technology. These tools provide quality learning for learners and help to develop 21st century competencies such as self-directed learning and collaborative skills. Teachers are also trained to use cognitive and productive tools for teaching. I believe that with the integration of ICT in schools, students will be equipped with the necessary skills to meet the demands and challenges of globalisation.
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Christina Peh
1/20/2019 12:27:15 am
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Seah Lee Chean
1/24/2019 09:07:34 pm
I definitely concur that the SLS provides a common platform for students across Singapore to access learning content. For students who are on long term absence, the use of SLS allows them to catch up on the missing content. However, I am doubtful if students between the age of 7-16 would be more encouraged to use it because they may continue to view it as another portal where homework is uploaded. With many students these days having their own mobile devices which they can access 24x7, what makes SLS more attractive than the other portal would be the key to attracting their attention and competing for their limited attention.
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Chee Jih Heong
1/21/2019 02:17:42 pm
Through the course, we know the difference between objectivism and contructivism better.
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Duan Jingjing
1/22/2019 12:32:11 am
I agree. In a class room, it is specially hard to stress on the differences of each individual and link to their own experiences; activities and group work may help to take care of their individual difference. However, cognitive tool can better intrigue the learners with their own pacing and preferences, and more opportunities to link with their own experiences; meanwhile, cognitive tool can be used as a group teaching tool as well.
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Lynette
1/26/2019 12:05:01 am
As educators in the Singapore Education System, I can say that we cannot run away from technology with 21st century competencies such as communication, collaboration and information skills are identified as necessary in developing globalised individuals. We can only ride the wave or risk being left behind.
Chee Jih Heong
1/21/2019 02:18:54 pm
As an educator, many a time, when we talk about ICT tools, we very automatically associate them to tools which will help our students learn better in different ways. i.e. through collaborative work, better visualisation of abstract concept. This is actually only one form of ICT tools which falls under the umbrella of cognitive tools. Very seldom do we look at ICT tools as a productivity tools. The course serves as a reminder that even for certain tools that we might think of them as productivity tools, we can craft our lessons to use of these tools as cognitive tools. The example of the bicycle is one very simple one. We often look at bicycle as a form of transport which improve our productivity. If we craft our lessons to introduce how the brake of the bicycle produces friction which in turn slows down the bicycle and use it to demonstrate such phenomenon to students, the bicycle can become a cognitive tools.
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Teng Hang Chuan
1/21/2019 03:34:56 pm
I agree with you. I like the use of the bicycle example but it is not quite an example of cognitive tool. The bicycle wheel and friction can be the context for investigation, but the cognitive tool could be "Can you use an excel spreadsheet to show how the speed of the spinning wheel is affected with increasing friction force? Possible?
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Teng Hang Chuan
1/21/2019 03:23:06 pm
Using the example of a task of designing an experiment. Step 1) A group of students (let's call this group, Alpha) can use cognitive tools such as Excel to process and compare 2 sets of data. What's the trend in the data? How are the two sets of data the same or different?
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Teng Hang Chuan
1/21/2019 03:46:32 pm
I think we need to try out many cognitive tools, ICT tools in various ways. The bicycle example can be further discussed using cognitive tool. An example would be: Imagine that you are a cyclist living in Punggol, what would you put up in your cycling-blog that would encourage more cyclists to cycle in Punggol? I guess we also have to know what ICT skills our students possess, what people/audience find interesting in websites, then try to match the cognitive tool with the task. It should help.
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Duan Jingjing Mrs Li
1/22/2019 12:07:40 am
If the artifacts or the cognitive tools are generated more popularly and effectively, and when they are applied into studying for more complexed content with ease, plus the Distributed Cognition nowadays, all that mean: the studying process of this world is going to get changed tremendously.
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Duan Jingjing
1/22/2019 12:23:13 am
Must cognitive tools be generalizable tools?
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Tammy Ng
1/24/2019 10:28:37 pm
I agree with Jing Jing that cognitive tools do not necessarily have to be generalisable. In science education, different methods have to be used in teaching to ensure that students are able to capture the true understanding of the subject. For example, in Classical physics, it is important for students to understand the interaction between forces and motion. Hence a motion applet can be used to give them a visual representation of an object's motion. However, the same applet will not be useful in Biology as it is subject that emphasises more on the classification of ideas. It this case, a concept mapping tool would be more appropriate.
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Tammy Ng
1/24/2019 07:24:53 pm
I think the use of cognitive tools is a double-edged sword. While it is undeniably useful in topics that require visual representations and data organisation, and in group work activities that promote constructivism, cognitive tools can help enhance the learning experience. However, cognitive tools can deter learning when it is used incorrectly. For example, dynamic modelling tools could sometimes introduce unnecessary information to confuse the learner and as a result, result in less learning outcomes. Cognitive tools also require the user to be independent learners that can perceive the right information from the wrong ones. This is especially so for tools like the knowledge forum. As teachers, it is important to give young learners the correct guidance in the usage of these cognitive tools and to remind ourselves of the pros and cons that cognitive tools can bring about to our students.
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Seah Lee Chean
1/24/2019 08:54:08 pm
I am very intrigued with the use of the cognitive tools to develop collaborative learning among students. I strongly believe in the potential of these tools. However as teachers, I am both concerned and worried about the use of these tools. Our students are bombarded with the media and the use of computers in school can be both a distraction and an effective tool to facilitate learning. How also, do we motivate our students to use the cognitive tools in an appropriate manner so that it simulates higher order and critical thinking skills? How then, as teachers, do we facilitie these learning sessions and be able to provide immediate feedback to feed learning forward? I am torn between the use of technology, time invested to get started and students' commitment to the task as independent learners.
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Lynette
1/25/2019 11:51:57 pm
Hi Lee Chean,
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Nazrah
1/24/2019 11:55:15 pm
Singapore's new learning platform which is the Student Learning Space is an example of a cognitive tool that aims to enhance student's learning and encourage thinking. It's ability to provide a multimodal approach to present resource such as through the use of videos, visuals, texts etc. helps to engage learners further. There are also multiple tools within the website that could extend cognition. One example is via the collaborative tool which would allow active exchange and discussion of ideas among peers. So this one platform is able to support both individual as well as group cognition.
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K Pavitra
1/28/2019 08:21:13 pm
I agree that cognitive tools are generalizable and can be used across different subject areas such as Science inquiry,English and Mathematics.They help to facilitate group and individual cognition.We can use platforms such as Nearpod or Student Learning Space during lessons to have group discussions and individual formative assessments.Teachers can also provide feedback at the same time using these cognitive tools.Peers can also provide feedback. These cognitive tools help to scaffold cognitive processing and extends learners' cognition level.Students can also construct knowledge about the concept they are learning with the aid of these tools.However,teachers should take note of the quality and if the tools help to achieve the learning objectives of the concept taught.If the tools are not fully utilized,it might lead to low cognitive engagement among learners.
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Duan Jingjing
1/29/2019 09:59:37 am
Cognitive tool is to enhance people’s thinking skill as we have limited range of memory and thus limitation to evaluate and then make the right decision. Hence, cognitive tools should be used in any aspects of our daily life, not only for studying and working. Now, Chinese New Year is coming, imagine a house Wife uses mind mapping tool to gernerate decoration ideas, and then using excel to list down the wishing list with prices searched on line, and then made decision and plan schedule.
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Esther Tan
1/29/2019 10:28:27 am
I thought it was interesting how it was discussed that MS Word can be used as a productivity tool or a cognitive tool. Typically, MS Word is a productivity tool - primarily to create documents. However, it has functions that promote collaboration - shared users of a document can leave comments for one another, promoting feedback, cooperation and collaboration. This is similar to the bicycle analogy, - where by nature it is a productivity tool to get you from one place to another, but when you use it in another way – showing different functions of the gear, the bicycle can be used as a cognitive tool. Hence, I think it is how the educator/teacher chooses to use the tool that would determine whether it fulfils its potential in promoting higher order learning and critical thinking.
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Esther Tan
1/29/2019 10:33:59 am
According to Jonassen (2000), one of the characteristics of cognitive tools is that it should be generalisable - can be used in many settings. However, I beg to differ as there are some tools that are specific to that subject and prove to be highly effective. For example, the driving simulator when learning how to drive is extremely useful in mimicking real life scenarios on the road. Students are able to "experience" the consequences of their actions/decisions as compared to when they are on the road and the instructor is there to stop any potentially dangerous scenario from playing out. The simulator encourages students to think as if they were on the real roads, and also make decisions and react accordingly, with room for mistakes in a safe environment.
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Abirami
1/29/2019 08:28:10 pm
In the last thirty years many different strategies and pedagogies have been suggested for employing computer-based learning environments and the Internet in education in particular has evolved. New developments in hardware like smartphones, tablet-PCs and interactive whiteboards, as well as continuous improvement in the available software, cause constant challenges in innovating educational practices through modern ICT. As ICT took on increasing importance in all domains of modern societies, it also changed schools and the lives of teachers. It also weaved a new way to exchange, share and gather information. Today, technology serves both as cognitive and productive tools, and it set me thinking on how this is seen and used in schools. With the current introduction of SLS, teachers in schools design lessons using the SLS Pedagogical scaffold to develop learning activities, incorporating both MOE/external resources and items to assess students' learning. The platform is used as a cognitive tool as it engages student’s learning and provides opportunity for them to craft their knowledge. The platform can also serve as a productive tool when it gives teachers the allowance to grade and provide feedback without having to do it manually or physically through pen and paper. This productivity is efficient and gives more allowance of time for teachers to review the assessed assignments.
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Abirami
1/29/2019 09:34:53 pm
“Aspiring teachers must therefore learn how to use mindtools both as a means to encourage constructive learning in the classroom and as a tool for their own
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Kasni
1/29/2019 11:49:33 pm
Dear Abi, I agree with you that due to the time constraints and syllabus to cover in completing the lessons, teachers are often given the task to use technology in teaching and learning. This has led to teachers feeling that it is extra work. Nevertheless, the usage of the technology is used minimally or at a basic level. I believe that for teachers and students to benefit from the use of these cognitive tool is to have best practices shared during level or subject meeting to expose the other teachers on the real potential of the tools and explore on ways in which these tools can be integrated in the lessons. Due to this integration, some worksheets which are intended to be use for the topic or may be regarded as redundant can be removed. This is to save time in teaching and learning so that the syllabus can be covered and at the same time, students would be able to indulge in deeper learning and making informed decision based on the concepts and knowledge intended for students' understanding. Sharing of best practices in using the cognitive tools will support collaboration among teachers and enhance work practices.
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Kasni
1/29/2019 11:18:12 pm
The use of Mindtools which were discussed during the second lesson are great. It stimulates learning and thinking among students and allows the teacher to devote a greater amount of instructional time to problem solving and active learning when used alongside with traditional method of teaching. These computer based programmes enable the students would not only create a more dynamic environment for learning, they also enhance students' motivation for learning. Thus, these intellectual partner would provide a platform for cognitive thinking to develop with the objective of the lesson in mind. The facilitation of students in learning takes a new dimension which focuses on motivating the students , energizing the instructor to create more interesting lessons, creation of authentic task, increasing interaction among students and teachers and provide a avenue for teachers to use continuous assessment in the progress of the learning.
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K Pavitra
1/30/2019 08:47:29 am
I agree with you Kasni as using mindtools helps to facilitate critical thinking among learners and also allows teachers to give immediate feedback via different platforms such as Nearpod,Edmodo and Student learning space.It creates opportunities to have collaborative learning and also for students to receive peer feedback for improvement.Using these mindtools help teachers to bring the lessons to the next cognition level and to have learning beyond classroom.Students will also have a joy in learning and according to Bloom's taxonomy,they can apply the skills taught immediately with the help of mindtools.They are also able to evaluate and analyze results.Teachers can also use the tools as a good platform to assess students' learning and teachers' teaching of the concept.
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Kasni
1/29/2019 11:35:23 pm
The use of cognitive tools in teaching and learning as discussed provide cognitive amplification and re-organisation of information needed for decision making. It should be generalizable as it can be used in many setting for different context. The fact that it is a problem solving tool that allows critical thinking among students helps the teachers to promote the effectiveness in learning as students can learn the tool to focus. There will be an opportunity for collaborative work among students where teachers can facilitate scaffolding. The social process of cognition supports the achievement of the common goal. One such application which is of interest to me is the Dynamic Modelling Tool where students can input their data to check on their expectation. They can change the data to suit their needs and this allows students to set goals and target in order to meet the expectation. Th implication of this is students will be able to plan their course of action and make adjustment if necessary to achieved the desired result as projected in the application. An example of this type of tool would be appropriate if the teacher is teaching the concept of budgeting in maths. Students can make informed decision as to what are the best combination of items to be purchased based on the given budget and category of items as part of the requirement of the purchase. In this way, students can plan their budget and make full use of the amount given to them to maximise efficiency in the amount of money spent.
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K Pavitra
1/30/2019 06:45:01 pm
I also agree that cognitive tools are intellectual partners.The tools can be used by learners to retrieve,store and calculate information.For example,Microsoft word,Powerpoint,Google spreadsheets are used as cognitive tools for learners to carry out tasks within a short period time.Currently in school,students are also taught about these tools at different levels and are used for their projects and subject presentations.Learners are able to construct higher order knowledge and learning can be facilitated using these tools.When learners use mindmapping tools for science,they are able to visualize and explore about relationships between informations.Higher-order thinking and critical thinking are evident when learners work with the tools in various subjects. However,after learners have used the tools,there might be cognitive residue left and the learning will be transferred to other situations faced. Learning takes place beyond classroom and brought to the next cognition level.At the same time,as teachers,we also need to constantly update ourselves about different cognitive tools and its uses for our lessons.This will help us to develop ourselves professionally and engage learners with interest in our classrooms. Cognitive tools being intellectual partners help learners and teachers to develop 21st century skills of collaboration and critical thinking.
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