Cognitive tools: technologies that enhance the cognitive powers of human beings¶

Element · All elements
Evidence · no claims cited

Description¶

The paper adopts Jonassen and Reeves' definition: "Cognitive tools refer to technologies, tangible or intangible, that enhance the cognitive powers of human beings during thinking, problem solving, and learning." Written language, mathematical notation, and the universal computer are given as examples. The paper distinguishes using the computer as a cognitive tool from using it as a delivery medium for instruction, often linking this to constructivist principles in which the learner designs with the tool, and notes the term spans a range from tools that intentionally develop human capability to tools that merely augment performance, including microworlds, intelligent tutoring systems, expert systems, and productivity programs.

Design Implications¶

Context¶

Requirements¶

• Interpretation of what counts as a cognitive tool depends on whether enhancing cognitive powers means developing human capability or augmenting performance

Constraints¶

• The paper notes the term is interpreted in multiple ways, from tools that develop capability to tools that augment performance and perhaps make some learning unnecessary

Target Learners¶

• learners using computers as thinking and problem-solving instruments

Target Learning Goals¶

• thinking, problem solving, and learning supported by technology

Affordances¶

• Activity Theory Mediated Activity System

Claims¶

Related Elements¶

Examples¶

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Key Sources¶

• Gilbert, L. S. (1999). Where Is My Brain? Distributed Cognition, Activity Theory, and Cognitive Tools. Proceedings of the AECT National Convention. https://eric.ed.gov/?id=ED436153