Integrating Cognitive Tech Tools

            Dr. Orey describes the information processing model as receiving the information through sensory input into short-term memory, and through rehearsal, processing information to move to long-term memory (Laureate Education, Inc., 2011).  It is important to dual code information with text and images to build connections in the brain that allow for easier retrieval of the information from long-term memory (Laureate Education, Inc., 2011).  One of the ways this is accomplished is through elaboration.  Components central to cognitive learning theory includes taking into account limited working memory, elaboration, effective use of images, and episodic experiences that integrate multiple senses (Laureate Education, Inc., 2011).  In order to incorporate technology centered cognitive tools it is important for the teacher to keep in mind that the students should be learning with technology, not from it (Orey, 2001).  This means the computer should not be the teacher, but more of a tool for learning.  Gone are the days when technology was thought to replace teachers entirely.

            One of the strategies explored this week included cues, questions, and advanced organizers.  “The instructional strategy cues, questions, and advanced organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Melenoski, 2007, p. 73).  Cues are used to hint to students about what they are about to experience whereas questions are used to access prior knowledge (Pitler et al., 2007).  Advanced organizers allow students to organize information and focus their learning (Pitler et al., 2007).  These strategies fit within cognitive learning theory as they are useful in helping students make connections among information to move from short-term to long-term memory.  The more higher-level questions and advanced organizers used, the deeper the learning (Pitler et al., 2007). 

            When considering the use of technology to support cues, questioning, and advanced organizers, there are many tools available.  Word processing and spreadsheet applications, brainstorming software, and multimedia can be used with careful manipulation to help teachers record student responses and manipulate them into useful information (Pitler et al., 2007).  For example, spreadsheets can be used to simplify calculations so students can focus on other aspects of a lesson (Laureate Education, Inc., 2011).  If students do not have to focus on making so many simple calculations, then more working memory is free to allow for more short-term memory to be processed.  It can make a labor intensive task easier so that students can focus on the objective of the lesson.  “Technology provides you with editable visual aids and multimedia resources that appeal to a number of learning styles” (Pitler et al., 2007, p. 79).  In addition, brainstorming software, such as Kidspiration, can be used to quickly make visual representations of essential questions and ideas.

            One of my favorite tools for capturing videos that for one reason or another may be blocked due to filtering software is the YouTube Downloader.  This tool allows anyone to download videos so they can be saved and accessed without using the internet.  I have used it many times with my students who need an extra visual representation by downloading the video on my computer at home and bringing it with me on a USB device.  The tool can be used with more than just YouTube, however, and I have often found there are many that can be accessed through other streaming websites such as TeacherTube or Google Video. 

            In addition to cues, questioning, and advanced organizers, there are many tech tools that can be used to support cognitive learning through note taking and summarizing.  “The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and separate important information from extraneous information” (Pitler et al., 2007, p. 119).  Both summarizing and note taking are centered around condensing information into a useful form that can easily be converted into memory.  They are a work in progress.  In fact, I have found they can be combined as I often help my students summarize their notes so they can compact information and build connections to make it easier to retrieve from long-term memory later.  It is important for students to learn how to summarize and take notes in a variety of ways so they can choose the method that works best for their style of learning (Pitler et al., 2007).  Software such as Microsoft Word or PowerPoint, have tools built into them to make summarizing and note taking easier, such as the Auto Summarize feature in Microsoft Word, or creating visually appealing combination notes on slides in PowerPoint.  In addition, tools such as Google Docs or Wikis allow students to work collaboratively to summarize and take notes. 

            Above all, the teacher is responsible for creating elaborate learning experiences that help students build connections between information in their brain (Laureate Education, Inc., 2011).  Technology has come a long way, and can be used in the classroom now more than ever to create the rich learning experiences students need.  Virtual field trips are just one way to provide an immersive experience without even having to leave the classroom.  These episodic experiences through the effective use of images can create powerful cognitive environments where learning is engaging and exciting for both the student and the teacher!

           

                                                               References                           

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.

Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with

classroom instruction that works. Alexandria, VA: ASCD.