Technology as a Cognitive Tool for Teaching Research Paper

Introduction

Technology in education signifies a structured knowledge or scientific application that is outlined into concrete duties. The establishment of technology aimed at augmenting learning and teaching practices. In fact, blackboard may remain the most important gadget in the present and future. Technology in education focuses on the usage of different aids, equipment, and machineries in teaching. In this perspective, technology is a hardware technique for education.

The approach provides ways for automating and mechanizing the learning procedure. Technology enhances teaching with tools that reproduce, record, allocate, intensify, and convey stimuli resources. Hence, the potential of students, along with the influence of instructors, is increased by the technology (Jonassen, 2000). This paper researches and explains technology as a cognitive apparatus for education. It further ponders the best scientifically-based practices (situated cognition, cognitive flexibility, exploration, cooperative and collaborative learning, articulation, and reflection), and that supports the development of education.

Technology in Education

Technology lays more emphasis on the presentation of interactive scientific values that improve education. The use of technology by the education sector provides essential experience for renovating the existing or scheming fresh learning practices. Indeed, machineries and automation are only observed as gadgets for transmission and demonstration. The know-how boosts operant conditioning in learning besides developing programmed learning.

Hence, technology is useful in learning milieu as it takes into account the course and curriculum growth. Technology as an educational tool enables teachers to determine the teaching resources and plans as well as the end stage of output estimate. The systemic approach of technology covers the development in the teaching structure, growth of the syllabus, and planning for the entire institute’s programs. The technique is complete, cohesive, and hominid in captivation since it encourages a variety of skills such as judgment, exploration, and observation (Jonassen, 2000).

The equipment based education setting is encouraged by the extraordinary frequency of scientific growth in the vibrant shift of students in class, interactive program competencies, and internet interaction. The impartial computers that support the growth of automated learning via a system approach might not be custom. The right to use comprehensive information in the multimedia network and online education societies necessitates diverse learning explanations and conceptions (Lajoie, 2000).

As a consequence, the practice of technology remains prosperous if used for tactical reasons in specific areas and contextual environments. The best practices of technology become effective once learners and teachers engross learning-teaching affairs that emphasize on a gratified and data-driven decision making. The unlimited volume of accessible information on the Internet generates innovative educational prospects. Thus, the extended and amplified connectivity facilitates more influential and conceivable education.

On the other hand, the teachers’ knowledge of using technological powers necessitates substantial attention towards emergent activities. The educators are duty-bound to differentiate between estimation and binding information owing to the development of networks and enhanced system information. The computer-based communication assists scholars and content specialists in the schoolroom.

The technological growth in education ensures that there are real-life role models and ideal presentations during learning. Equally, the development proffers inaccessible development learning chances to the scholars. Such educational settings based on cognitive perception focus on how students collectively and individually create or interpret the psychological and social believes (Yildirim, 2004). The veracity and information were generated given that no real-world is independent or antedates figurative language and human practice.

Some of the best scientifically-based practices include situated cognition, cognitive flexibility, exploration, cooperative knowledge, collaborative learning, articulation, as well as reflection. Situated cognition enables learners to reflect on how skills and knowledge can be beneficial in actual life. Several apparatus of technology expedite the formation of milieus that offer students chances of applying the learned skills, principles, and concepts. Besides, cognitive flexibility echoed in the computer interaction, and multimedia technology enables the students to adapt and meet their personal needs (Liu, 2003).

Exploration helps students in visualization procedures and manipulation of data besides making personal discoveries via ancillary automation, computer devices, and internet technology. Further, exploration supports the testing of theoretical, innovative, and realistic concepts, along with understanding the learning projections, relationships, and values (Iiyoshi, Hannifin & Wang, 2005).

Cooperative and collaborative learning enables students to share and discuss information when solving problems or testing challenges and ideas. Conversely, articulation enables apprentices to make the implied knowledge clear in order to compare plans, and it offers discernment to the substitute opinions. Ultimately, reflection helps students in determining whether their tactical plans are suitable. The practice also enables the students to understand the procedures utilized in problem-solving.

Conclusion

A number of instructors maintain that communication and information technology are important educational tools. Technology has numerous competencies that develop and support learning. The recurrent innovations in technology have continually offered diverse means of humane education in addition to modifying the learning atmospheres. Such inventions will foster a move towards qualitative lines of analysis that generate deeper comprehension of education in a technology-based setting. Therefore, the focus must be laid on how, what, when, and why training occurs in the built-up technology atmosphere. The emphasis is significant as it will provide future pedagogy at all stages of training and education.

References

Iiyoshi, T., Hannifin, J., & Wang, F. (2005). Cognitive tools and student-centered learning: Rethinking tools, functions, and applications. Educational Media International, 42(1), 281-296.

Jonassen, H. (2000). Computers as mind tools for schools: Engaging critical thinking. Columbus, OH: Merill/Prentice Hall.

Lajoie, P. (2000). Computers as cognitive tools: No more walls. Mahwah, New Jersey: Lawrence Erlbaum Associates Inc.

Liu, M. (2003). Enhancing learners’ cognitive skills through multimedia design. Interactive Learning Environments, 11(1), 23-39.

Yildirim, Z. (2004). Outcomes of constructivist learning environment: How learners apply visual design principles. Education and Science, 132(29), 78-84.