Distributed Cognition 1

For these next few blog posts I will be discussing distributed cognition and how it relates to education. Learning-theories.com defines distributed cognition as “a branch of cognitive science that proposes cognition and knowledge are not confined to an individual; rather, it is distributed across objects, individuals, artefacts, and tools in the environment”. One of the tools that distributed cognition uses is technology, which will be the focus of my next few blog posts. I will be sharing three different lessons that I have witnessed in my cooperating teachers classroom at Gesu that have included technology and will be discussing how distributed cognition fits into them.

The other main goal of this series is to decide if technology makes us smarter or not. And in order to address this question I will be looking at Salomon and Perkins article and will be discussing their three effects of technology. The first is effects with technology, which is how the use of a technology enhances intellectual performance. The second is effects of technology, which is how using a technology may leave cognitive residues that enhance performance even without the technology. And the third and final is effects through technology, which is how technology sometimes does not just enhance performance but fundamentally reorganizes it. Salomon and Perkins define these as the three ways that technologies could possibly make people smarter (Salomon and Perkins, 81-82). Over the course of the next 4 blog posts I will share the three lessons I observed and will also provide a summary of all of my thoughts on the idea of technology and intelligence.

Works Cited:

Salomon, G. & Perkins, D. (2005)”Do Technologies Make Us Smarter? Intellectual Amplification With, Of and Through Technology.”In: Robert Sternberg and David Preiss (Eds.).Intelligence and Technology: The Impact of Tools on the Nature and Development of Human Abilities. Mahwah, NJ : Lawrence Erlbaum and Associates, Publishers.

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