Information Technology Reference
In-Depth Information
and prefer visual and graphics presentation over text-based materials. The authors
also noted that new digital media grants students new types of power. The educa-
tors agree that students today would benefit from developing metacognitive skills
and understanding the rules of the online engagement. For educators, they need to
understand how new digital media is transforming students, the engagement with
information, and people around them.
In Chapter 2, Stahl urges that in the new global world, knowledge creation is
done socially and collaboratively. He proposes a new science of group learning and
the need for science that will help to realize the potential of computer network-
ing in formation of virtual groups and computer-supported collaborative learning.
According to Stahl, the form of group cognition provides foundation for understand-
ing the work of small groups. By using the Virtual Math Teams (VTM) Project as a
model for group cognition he describes the design-based research to explore how the
learning take place in small groups. The study shows that students in VTM engage
in learning process on their own as individual activities but participate in group as
community events. He asserts that small groups are the engines of knowledge build-
ing and need to be studied extensively. He concludes that the VTM studies provide
a model for understanding the small-group learning that is different from individual
participation and community practices.
The chapter by John Black from the Columbia University Teacher College
deals with embodied/grounded cognition perspective on educational technology.
According to Dr. Black, understanding is not just knowing facts and procedures,
but also being able to reason with a mental model that is a perceptual simulation of
it. He suggests three stages of learning progression, in which technology can play
an important role in all stages. Technology permits embodiment and allows students
to gain deeper understanding during the learning experience.
Gholson, Coles, and Craig present the features of computerized multimedia envi-
ronments that support vicarious learning processes. The vicarious learning occurs
in classroom settings as well as in distance learning environments in which learners
have no opportunities to physically interact. Their study aims to identify features
of multimedia environments that support vicarious comprehension/learning pro-
cesses. It was found that providing multiple perspectives on new information and
using personalized presentation style improve comprehension. They also explored
how learners engage in clear activities or vivid learning environments. The chap-
ter concludes with the remarks that directly incorporated cognitive activities and
overt activities have a role in improving vicarious learning processes. Particularly,
such unambiguous learning process can easily be implemented in multimedia
environment with the use of readily available off-the-shelf technology.
Eggen, in his chapter, focuses on the characteristics of human memory, the way
humans input sensory data into their memory systems, including organizing the
information, making sense, and storing information for further use. He examines the
cognitive processes involved in moving information from one component of mem-
ory system to another and strategies used in storing information efficiently. Further
elaboration is made on human working memory and how technological systems can
be designed to capitalize the working memory and increasing human motivation.
