Author: nicholaus78

DISTRIBUTED COGNITION

Distributed Cognition can be explained as a theory that cognitive processes are not limited to individual minds, but instead are distributed across populations, environments, objects, and time. As people interact with their surroundings, they complete cognitive tasks and achieve a deeper understanding of events. In other words, Distributed cognition refers to a process in which cognitive resources are shared socially in order to extend individual cognitive resources or to accomplish something that an individual agent could not achieve alone. It is the theory that knowledge lies not only within the individual but in the individual’s social and physical environment (http://edutechwiki.unige.ch/en/Distributed_cognition 04/25/2020).  Additionally, Distributed Cognition is a science that proposes that cognition and knowledge at large,  are not confined to an individual; rather, it is distributed across objects, individuals, artefacts, and tools in the environment. 

In the video “The Learning Landscape: Kids Monitor Terrain with Technology : Grades 3-7 / Environmental Science”, we see Distributed Cognition at work. The students and teachers at J.A Hughes Elementary School are studying in the field how the prairie emerges. Teachers are giving general instructions to the students about what they expect them to do. Students are busy each doing a certain activity in the field.  Some were measuring distances using a surveyor’s band, others were recording using paper and pen. Still others were taking temperatures of water and air while others were taking the pH readings. Using a special instrument, the students could even tell of the wind direction, where it blows from. It was technology in use; portable computers, temperature probes, digital cameras, paper and pen were all used to improve the quality of their field data. 

According to Morgan et.al, mediating artifacts are crucial in the whole process of cognition (Morgan, et.al, 2008). By Mediating Artifacts they include; physical tools, procedures that are employed in certain situations, signs and symbols, such as language and mathematics. “All cognition takes place in the context of activity that it makes use of a variety of mediating artifacts, and that activities occur in social contexts” (Morgan et.al, p. 127). This is what actually happens in the video, students monitoring terrain with a variety of technology and they do this in the social context. Successful cognition is also viewed as the extent to which students are able to make use of the affordances of the mediating artifacts available to them. 

Martin in his work, proves that distributed cognition offers powerful tools for conceptualizing the role that technology plays in learning environments (Martin, 2012).  He presents an analytical framework that focuses on four pedagogical functions that technology can perform in learning environments, namely: Connection, Translation, Off-loading, and Monitoring. 

By Connection, Martin means that information must be able to pass between the cognitive systems, whether actively and intentionally through explicit messages, or passively and incidentally, through shared connection to some sort of intermediary. In the video, we see the connection between students and teachers; students and the field they work in; students and the different technologies they use to take and record data in the field.

As to Translation which, according to Martin, is the transformation of information from one representational system to another, we see in the video how the students were able to translate their teachers instructions into actions of collecting data ending up in new knowledge that they acquired. Using technology, the students were also able to translate some information into useful data. For example when they use a temperature probe to  convert temperature from celsius degrees to fahrenheit.

Offloading, can be thought of as a change in the distribution of tasks and subtasks across systems. In the video we see students recording data in a notebook to aid them in remembering a series of measurements that they took.  They also used the temperature probes in converting degree celsius into fahrenheit. One of the chief uses of technology is to perform tasks that are tedious, difficult, error prone, or time-consuming (Martin, 2012). Working in groups is also a form of offloading as students are able to learn from one another instead of thinking alone. On part of teachers, we see them asking students questions and themselves monitoring what the students were doing. 

Lastly, Monitoring which refers to the function of assessing the quality of the coordination between cognitive systems and providing this information as feedback is seen in the video when teachers were going around in the field asking the students some questions. It is more vivid when they went back to the classroom when teachers were asking the students to share what they learned in the field. 

From this lesson, we see vividly the effects of technology; that technology helps develop cognitive ability, it helps develop knowledge and also helps in developing deeper conceptual understanding for both students and teachers. The group work in the field, for instance, has helped students harness cognitive processes to learn and expand their understanding of the topic about Prairie. 

Does technology make us smarter? After all the discussions above, for me, I would answer this question with a big YES! I feel that education without technology does not prepare our students with the skills that their world will require. To be smart is to have the skills that our world today requires; the world with ever-changing technology. Working with technologies makes us smarter at least in the sense that it leads to smarter performance. Technologies that enhance cognitive functioning are part and parcel of our today’s life.

May I conclude with the words of one of the teachers of J.A Hughes Elementary School in the video lesson that, “…the use of technology helps to create self-learners, and that’s our goal! We want them to be independent life-long learners”.

Sources:

Martin, L. (2012). Connection, Translation, Off-Loading, and Monitoring: A Framework for Characterizing the Pedagogical Functions of Educational Technologies. Technology, Knowledge & Learning, 17(3), 87-107.

Morgan, M., Brickell, G., Harper, B. (2008). Applying distributed cognition theory to the redesign of the ‘Copy and Paste’ function in order to promote appropriate learning outcomes.  Computers & Education, 50(1), 125-147.

https://www.wevideo.com/view/1641322748

Rubrics are taken to be the most common form of assessment for digital stories. Ohler identifies five areas of “Digital Story Assessment Traits” that are important in evaluating a digital media project. As Ohler suggests, we have built into the rubric a component directed to the planning phase of the project and its associated script and storyboard (Ohler 2013). Encouraging proper planning as part of the rubric is a key way to help keep students on task and engaged.  When a rubric is given to students prior to a project, it becomes an excellent way to convey expectations.

Content understanding is a key representation of geography correct concepts. The understanding of the material presented shows how well did the student meet the academic goals of the project.

Since this is a media project, we have a section dedicated to the types and forms of media used in the project. This tests student’s ability to practice weaving media types together into a unified whole and present a geographical concept in a unique style.

Originality and Creativity are of crucial importance in our technological age. It is too easy to cut and paste a storyline, but originality and creativity shine through. How creative and original the student is, speaks of how well and successful the digital story will be.  

Finally, the story matters so it is the last item in the rubric. The story needs to blend two or more concepts in a way that makes them relevant to each other and brings geography to life in a meaningful way.

Source: Ohler, J. (2013) Chapter 4: Assessing Digital Stories.  Digital Storytelling in the Classroom. Thousand Oaks, CA : Corwin. pp. 83-91.

In my field experience at St. Adalbert Catholic School, I noted many things about the use of technology in enhancing learning and teaching. Most significant people who help to put into effect the technology are the Director of Technology, Mrs. Arlene Polderman; the Principal, Mrs. Jamie Smith; the Grade Link Coordinator  and  the Technology Coordinator. These work as a team to advance students’ learning at St. Adalbert School.

At St. Adalbert School each classroom is well equipped with chrome-books kept in a cart for charging and safety. Each cart is having at least 15 chromebooks available in each classroom. These are the tools for learning and each student has access under teachers’ supervision. Each classroom has at least one desktop computer for teachers to use. Many of the classrooms are equipped with smart boards which makes it easier for the teachers to teach and students to follow. The school also has a computer room with 40 dell desktop computers for each of the students to have a computer class according to class schedule. There are also projectors in grades 5 to 8 classrooms which teachers use for power-point and videos.  As a whole, the school is making a good use of digital technology to enhance teaching and learning.

The technologies at St. Adalbert School are readily available to the students and are in a good working order. This year the school purchased 25 new desktop computers to replace the old ones in the school computer lab. The school has routine maintenance from a company whenever they are damaged. A major check and inspection of all the computers is done when the students are on holidays. The repair costs are largely covered by school itself. 

St. Adalbert School is in keeping with the Children’s Internet Protection Act (CIPA). This act addresses concerns about children’s access to obscene or harmful content over the Internet (https://www.fcc.gov/consumers/guides/childrens-internet-protection-act).  It is for this reason that the school filters and blocks certain websites and applications that are distracting or potentially harmful to students. I personally observed that at St. Adalbert all social media websites are blocked when students sign in on school wifi. The school Director of Technology and Advancement – Mrs. Arlene, who is in control of the firewall, told me that the wifi (network) is filtered to allow only the access of the learning materials to the students.

Another thing that they do regarding firewall is to install filtering software onto the students’ chromebooks. This was necessary for them especially when students had to take their chromebooks home. It is a school effort to block access to distractive sites when students are using their school-provided chromebooks on their family’s home wifi. 

Despite all these efforts, Mrs. Arlene admits that it is a challenging situation especially in our technological world today. Students know how to move around the firewall and access what they want over the internet.  Moreover, the students are on the Internet all the time on their phones and it’s not filtered. Should we then educate students on how to safely use the Internet, or should we advance our technology in filtering those obscene contents? 

Source:

https://www.fcc.gov/consumers/guides/childrens-internet-protection-act

In my observation at St. Adalbert School, in one of the classes of 5th graders, I noticed how well students interact with each other and with their cooperating teacher in the whole process of learning and teaching. First, the teacher speaks/teaches the topic and the students carefully listens. After which, students ask questions and clarifications about what the teacher has shared with them. The teacher then calls the students to gather in their small groups and gives them tasks or assignments to discuss and share about the topic taught. During this activity, the teacher goes around each group, listening to them, encouraging them and explaining more of what they share together. The class is at the end concluded with a video game related to the topic taught.

I was impressed with this teacher-student and student-student interaction in the teaching and learning process. Pedagogically, it stimulates the students’ involvement in the classroom. It increases students’ motivation and helps the students see the relevance of teachers’ topic. It also increases participation because all students are involved. Another thing I observed is the use of digital technology in class. At St. Adalbert School each classroom is well equipped with chrome-books kept safely in a special cabinet. These are the tools for learning for each student. The students use the chrome-books for video games and at times for sharing some documents in google docs. To the grade five classroom, the teacher used the smart board while teaching, which made it easier for the students to follow. There was also a projector which the teacher used for power-point. As a whole, the class made a good use of digital technology to enhance learning.
What I learnt about students in my observation is that, students learn best with technology. They can learn faster in computer-based instructional contexts. Also, their attitudes toward their classes are more positive when they include computer-based instruction.

When I asked my students about whether they use digital and social media, few of them admitted to using snap-chat and Instagram while the majority of them use the phones for playing games and music on you-tube.

In the research conducted by Batsila and Tsihouridis, (Batsila, M., & Tsihouridis, C. (2016). “Once upon a Time there was…” A Digital World for Junior High School Learners. International Journal of Emerging Technologies in Learning, 11(3), 42–50) they found out that digital storytelling was an effective tool to use in the classroom for teaching purposes and skills enhancement and particularly stressed the fact that it converts learners from bored students to active participants. I clearly observed at St. Adalbert School in English class, how enthusiastic and active the students were, in following the slideshow which had both words, sound, photos and some videos. After the slideshow, the students gathered in small groups and shared their creative ideas with each other about the slide. Later, when I talked to the English teacher, she told me that digital storytelling is an effective tool to use in the classroom for teaching purposes and skills enhancement. She further elaborated that digital storytelling is also effective for rather weak learners who finally find their place in the group and gain their self- confidence.

Source:
Batsila, M., & Tsihouridis, C. (2016). “Once upon a Time there was…” A Digital
World for Junior High School Learners. International Journal of Emerging
Technologies in Learning, 11(3), 42–50.

Digital Storytelling Across the Curriculum

General Thoughts on Video Gaming:

Video Games are a powerful medium with potential implications for learning. As it is generally known that learning is at its best by doing than by listening alone, video games set a platform for students to learn by doing. Students learn through failure and develop identities as expert problem solvers in educational games. From the Recycle Roundup Game, I have learnt a lot on how I can use it in teaching my Geography students about Waste Management, Recycling and Environmental Issues. My students will not only listen to my lectures, but will actually practice what they learn theoretically in class. I see Video Games as an important and crucial tool for complementing teaching and learning to students.

Squire, K. (2006) has beautiful ideas about Video Games, which I think are important to put into consideration: First, Educators (especially curriculum designers) ought to pay closer attention to video games because they offer designed experiences, in which participants learn through a grammar of doing and being. Players develop new identities both through game play and through the gaming communities in which these identities are enacted.
Secondly, Theoretically, games are interesting in that they are sites of intrinsically motivated learning. They use challenge, curiosity, control, and fantasy. They also provide opportunities for social interaction, competition, and collaborative play to engage players.
Lastly, Games embody values such as collaborative learning, learning through failure and personalized learning. These ideas are of vital importance to consider when using video games to enhance learning.

Squire insists that, a core characteristic of games is that they are organized around doing. They are uniquely organized for a functional epistemology, where one learns through doing, through performance. Learning is by doing and this is at its best in Educational Video Games.

I find it striking to meditate on how learning principles can be found in educational games. According to Gee, games trigger a deep learning. I see this reality in “Recycle Roundup Game”, especially when I compare it with “Pleasantly Frustrating” as one of the learning principles. It is true that learning works best when new challenges are pleasantly frustrating in the sense that, the students find the challenges difficult but not impossible to solve them. The game recycle roundup, has a two minutes’ time limit of which the players are to collect wastes spread all over the park. The first challenge here is to complete sorting all the wastes within 2 minutes which are too few for sorting the wastes. The second challenge is that the wastes are to be correctly placed in the correct bin; whether Recycle bin, Compost bin or Trash bin. With repeated practice and keenness, these challenges are bit-by-bit solved and this is the pleasant side of the frustration. This game also gives feedback and encourages the players to play more and more till they succeed.

According to Gee, good games adjust challenges and give feedback in such a way that different players feel that the game is challenging but doable and that their effort is paying off. In the game recycle roundup, players get feedback that indicates whether they are on the right path of success to the end of the game.

From this game, I have learned that motivation for students lies both in the challenges and the feedback from teachers which enable them to know the progress that they are making in the whole process of learning.

In my country Tanzania, Video Gaming is comparatively a new technology. It has not yet been integrated into the curriculum and it is mostly used for leisure or for fun, a kind of relaxation and some personal competitions. Video Gaming became famous in my country with the introduction of computers and computer classes in schools. Teachers in schools and parents at home would not allow their children to play video games because they think it will divert their attention from studying and hence make them fail in their studies. I remember, for my first time, to have learned to play “Super Mario” game secretly with my friend for fear of being caught by teacher as it was not allowed to play such games.

As time went on, computers were privately owned in the families, and my family had one. I had limited access to it as I could only use it with my mother monitoring. Playing games was only given as a reward for doing well in my homework.   

From MindShift article, we learned that the introduction of video games in the classroom does not mean the end of books. Blended learning will not necessarily replace the lecture. Games however, can supplement pedagogical practices with new technological solutions to long-term problems. It is a tool to supplement learning.

In our group discussion, we saw that educational video gaming has crucial benefits in the whole process of teaching and learning. For the video games to be  effective, we talked about the importance of having differentiation in game play because students are not always going to be of the same level with each other. We also discussed that students need to be intrinsically motivated; games need to engage players by being fun. Also, students and teachers should be comfortable and know how to play that particular game.

The game that I chose was “Recycle Roundup”. The game is about sorting the stuff people throw away and put it in the proper bin; that is recycling bin, compost bin, or trash bin. The game also gives facts about climate change and tips on how you can help save the earth.

https://kids.nationalgeographic.com/games/action-and-adventure/recycle-roundup-new/

I like this game because it engages the students into practically taking care of the environment and keeping their school environment clean. It reinforces the students to be attentive and place the wastes in the proper bin.