Distributed Cognition 3

The second lesson I observed was a social studies geography lesson. The students were put into three groups and each group had an adult (the one teacher, the third grade aid, or myself), the adults each had an iPad. The students were each given a map of the world which was divided into countries and they also had colored pencils. We as the adults prompted our groups asking where they thought certain countries were and had them all point and guess to see if they could figure it out. Then we as adults looked up the map of that certain country on the iPad and showed it to the students, then the students had to point to it on their maps and then color it the correct color that the teacher had previously set for it.

This lesson was an effect with technology. This is because Salomon and Perkins define an effect with technology as “ the interaction when certain intellectual functions are downloaded onto the technology, thus establishing an intellectual partnership with the user” (Salomon and Perkins, 74). The students guessed where they thought each of the countries we covered were and were almost always incorrect, thus the use of the iPad enhanced their intellectual performance by allowing them to color the correct country. For this activity I believe that the technology did in fact make the students smarter. If they had not had access to an iPad during this activity it is a fact that many of them would have colored in incorrect countries.

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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