Technology & Cognition Resources
As noted in the course description, the purpose of this course is to present major theories of learning and instruction and discuss their relationship to the use of computers in education. Emphasis is placed on current learning sciences theories and their role in the design and use of educational technology in real world settings.
Module III: Technologies to Support Learning Across the Curriculum
The following readings from the scholarly literature are about using technology all across the curriculum. After studying the first article below that talks about this in general, choose a second reading in the content area with which you most closely identify.
- Chapter 9: Technology to Support Learning (pp. 206-230). In Bransford, J., & National Research Council (U.S.). (2000). How people learn: Brain, mind, experience, and school. Washington, D.C: National Academy Press.
Select one from:
- Science. Shen, J., Lei, J., Chang, H.Y., & Namdar B. (2014). Technology-Enhanced, Modeling-Based Instruction in Science Education. In Spector, M.J., Merrill, M.D., Elen, J., & Bishop, M.J. (Eds.). Handbook of Research on Educational Communications and Technology (pp.385-399). New York, NY: Springer.
- Literacy. Connor, C.M., Goldman, S., & Fishman, B. (2014). Technologies that Support Student Literacy Development. In Spector, M.J., Merrill, M.D., Elen, J., & Bishop, M.J. (Eds.). Handbook of Research on Educational Communications and Technology (pp.385-399). New York, NY: Springer.
- Mathematics. Vahey, P., Knudsen, J., Rafanan, K., & Lara-Meloy, T. (2012). Curricular Activity Systems Supporting the Use of Dynamic Representations to Foster Students’ Deep Understanding of Mathematics. In C. Mouza and N. Lavigne (2012). Emerging Technologies for the Classroom: A Learning Sciences Perspective. New York, NY: Springer. [Available in Canvas Files]
- Social Studies. Green, T., Ponder, J., & Donovan, L. (2014). Educational Technology in Social Studies Education. In Spector, M.J., Merrill, M.D., Elen, J., & Bishop, M.J. (Eds.). Handbook of Research on Educational Communications and Technology (pp.573-583). New York, NY: Springer.
Hands-On Activities
Listed below are applications and frameworks to explore in the realms of Euclidean geometry, digital fabrication, and universal design for learning.
- Geometer's Sketchpad. In this dynamic-representation environment for interaction with Euclidean geometry, students do not have access to the set of drawing tools and manipulations found in traditional drawing or presentation software. Instead, the students (or the curriculum designers) use Geometer's Sketchpad to construct the geometric figures and drag hot spots to manipulate these figures in a manner consistent with Euclidean geometry. As students manipulate the environment through the use of hotspots, the environment constrains the actions allowed while providing feedback as to the mathematical relationships embedded in the environment. This leverages four key benefits of using dynamic-representation environments in mathematics classrooms: (a) providing multiple representations for student understanding, (b) providing a shared focus of attention, (c) supporting the use of narrative as a representation, and (d) engaging students in the mathematics.
- Digital Bytes. From commonsense.org, Digital Bytes is a choose your own adventure on learning about digital citizenship and media. Follow this link to the Digital Bytes Facilitator's Guide.
- Amplify Science. From the Lawrence Hall of Science, Amplify Science is a K-8 core curriculum designed from the ground up for the Next Generation Science Standards.
- Digital Fabrication. Through next-generation computer-controlled manufacturing systems, digital fabrication translates electronic designs into 2D and 3D physical objects. Advances in technology are making educational applications and classroom use of digital fabrication increasingly feasible. The combination of digital fabrication with engineering design integrates mathematics, science, and engineering concepts into a highly motivating context. Students can use digital fabricators to quickly prototype ideas and create sophisticated designs that satisfy mathematics- and science-based criteria and constraints, encouraging students to imagine, invent, collaborate, and construct solutions to complex and authentic problems. See Thingiverse, Shapeways, and the Kinematics Models. See also MakerBot, Cornell Fab@Home, Fab@School Designer, Sketchup, MakeToLearn.
- Universal Design for Learning (UDL). Most eBooks available today simply replace the printed page by the computer screen, making little use of the computer's capability to interact with the user. The Universal Design for Learning (UDL) framework can be used to design eBooks that are sensitive to the needs of all learners as they engage in sense making, expression, and inquiry in challenging domains. UDL directs attention to multiple representations, supports for students' action and expression, and ways to engage diverse students.
