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How Computer Tools/Systems Support Cognition: An Examination of Theoretical Foundations and Design Strategies
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, University of Missouri

EdMedia + Innovate Learning, in Seattle, WA USA ISBN 978-1-880094-35-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper reviews how computer tools/systems support cognition by examining the cognitive benefits of selected computer tools/systems. Derry & Hawkes (1993); Koedinger & Anderson (1993); Reusser 1993; Lajoie (1993) have investigated this area, and their common focus has been on the interactive process between student and cognitive tools. My paper builds on this conceptual underpinning, but I go on to analyze tools/systems from cognitive perspectives. I classify tools/systems by the cognitive theories embedded in them, e.g., distributed cognition, situated cognition, activity theory and constructionism. This paper describes theories, exemplary tools, research perspectives and design strategies associated with distributed cognition and situated cognition.

Citation

Wang, M. (1999). How Computer Tools/Systems Support Cognition: An Examination of Theoretical Foundations and Design Strategies. In B. Collis & R. Oliver (Eds.), Proceedings of ED-MEDIA 1999--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 1529-1530). Seattle, WA USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 21, 2019 from .

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