Synthesizing Instructional Technologies and Educational Culture: Exploring Cognition and Metacognition in the Social Studies

Thornburg, Devin G.; Pea, Roy

doi:10.2190/kwx7-y23t-6ytt-gdh0

Cited by 12 publications

(6 citation statements)

References 48 publications

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“…(We bypass social studies because Thornburg and Pea [1991] have analyzed the synthesis of instructional technologies and educational culture in the context of social studies teaching from a perspective similar to our own. The curriculum areas that we choose to highlight are science, English, and mathematics.…”

Section: The Pedagogical Context Of Educational Computingmentioning

confidence: 99%

Computers and Education: A Cultural Constructivist Perspective

Scott¹,

Engel²

1992

Review of Research in Education

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.The general topic of the use of computers in education has not been systematically dealt with in the Review of Research in Education, although some specific aspects of it have been touched on (e.g., Sherrie Gott's chapter on apprenticeship and intelligent tutoring systems in Volume 15). Since the field is so vast, no review could do justice to it; thus, we must circumscribe the research we are reviewing to a manageable portion.Our major restriction is that we concentrate on Grades K-12 with an emphasis on late elementary school and early secondary school ages, including higher levels of the education system only in a few cases to illustrate a point. Within this still-vast field we select some research that has been widely disseminated, and therefore characterizes the field, and some research that, in our view, holds special promise for the future. Also, we come to this topic from a particular theoretical perspective, which acts as a further filter on the topics discussed.We call that perspective cultural constructivism. The basic idea of this approach can be grasped most readily by contrasting it with Piagetian constructivism.Piaget is justifiably famous for demonstrating the need to consider children to be constructors of their own development through their actions. By contrast, a cultural constructivist approach assumes not only an active child but an equally active and usually more powerful adult in interaction (we are speaking of educational settings). Moreover, cultural constructivism emphasizes that all human activity is mediated by cultural artifacts, which themselves have been constructed over the course of human history.The general framework of this approach is derived from the axioms of the cultural-historical school of psychology, which asserts that the unique character of human activity is that it is mediated through socially con-191 This content downloaded from 128.42.202.150 on Sun, 26 Jun 2016 20:31:54 UTC All use subject to http://about.jstor.org/terms 192 Review of Research in Education, 18 stituted, and historically developing, systems of artifacts (see Wertsch, 1985, for a general treatment).From this perspective, the historically conditioned forms of activity mediated through computers must be studied for the qualitatively distinctive forms of interaction that these artifacts afford and the social arrangements that they help to constitute. Moreover, one is encouraged to seek explanation of current uses of computers in terms of the history of the technology and the social practices that the technology mediates; one needs to consider the "effects" of interacting in this medium not only as they are refracted through transfer tests or in local activity systems (such...

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Section: The Pedagogical Context Of Educational Computingmentioning

confidence: 99%

Computers and Education: A Cultural Constructivist Perspective

Scott¹,

Engel²

1992

Review of Research in Education

View full text Add to dashboard Cite

show abstract

“…The curricu lum areas that we choose to highlight are science, English, and mathe matics. (We bypass social studies because Thornburg and Pea [1991] have analyzed the synthesis of instructional technologies and educational cul ture in the context of social studies teaching from a perspective similar to our own. )…”

Section: The Pedagogical Context Of Educational Computingmentioning

confidence: 99%

Chapter 5: Computers and Education: A Cultural Constructivist Perspective

Scott¹,

Engel²

1992

Review of Research in Education

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“…The use of CAI software has been reported to increase cognitive domain, higher-order thinking skills as well. Thornburg and Pea [24] examined the effect of using two software programs-Interactive Decision Envisioning Aid (IDEA) and Notecards-to train high school students in cognitive strategy and metacognitive strategy. The results showed that after the training in learning strategies from the software program, the breadth and depth of the subjects' argumentation improved significantly when compared to their knowledge and abilities prior to the instruction.…”

Section: Computer Assisted Instruction and Learning Outcomesmentioning

confidence: 99%

The Effect of Computer Mediated Conferencing and Computer Assisted Instruction on Student Learning Outcomes

Cain¹,

Pitre²

2019

OLJ

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The trend toward increased technology in traditional higher education classrooms has been met with both optimism and criticism. One of the major criticisms of technology in the college classroom is that it does little, if anything, to improve student learning. Taking this view of technology into account, this study examined how the use of technology contributed to student learning outcomes after controlling for key student demographic variables. More specifically, this study investigated the use of computer mediated conferencing (CMC) tools (i.e., email and electronic discussion boards) and computer aided instructional (CAI) resources (i.e., the computer and Internet) to determine whether they contribute to student learning.The sample utilized in this study consisted of 2000 college students, randomly drawn from the 2003 College Student Experience Questionnaire database. The survey included 53 Likert scale items with reliability ranges from .78 to .88 on each of the composite scales. The analysis of data consisted of four multiple regressions conducted on specific student learning outcomes. The student learning outcomes included four composite scales, measuring student 1) personal and social development, 2) general education gains, 3) intellectual development, 4) science and technology gains, and 3) vocationalpreparation.After controlling for student's background variables, the findings of this study revealed that the use of technology in the college classroom does contribute to student learning. The model, including technology variables, explained 4% to 7% of the gains in student learning, while student background variables contributed an additional .03% to 2% of the gains. These findings, though modest, suggest that incorporating technologies in the college classroom can aid students in the learning process.

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Synthesizing Instructional Technologies and Educational Culture: Exploring Cognition and Metacognition in the Social Studies

Cited by 12 publications

References 48 publications

Computers and Education: A Cultural Constructivist Perspective

Computers and Education: A Cultural Constructivist Perspective

Chapter 5: Computers and Education: A Cultural Constructivist Perspective

The Effect of Computer Mediated Conferencing and Computer Assisted Instruction on Student Learning Outcomes

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