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Edited by Dr. Lynne Schrum, George Mason University
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| formerly Journal of Research on Computing in Education |
Volume 40 Number 3 Spring 2008
Exploiting the Use of Technology to Teach: The Value of Distributed Cognition
Neil H. Schwartz
California State University, Chico
Commentary
Teaching is a dynamic activity—a dynamic transaction between mind, materials, outcomes, and goals. Teachers teach; learners learn—all within the context of a complex cognitive and socio-cultural environment that is evolving faster than at any other time in the history of education. The principle factor responsible for this evolution is the development of technology—technological achievements at the end of the 20th Century that have revolutionized the way people communicate, exchange ideas, inform one another, and learn (U.S. Department of Education, 2005). This special issue is devoted to an examination of that achievement—not the achievement per se, but the way teachers learn to exploit technological achievements to teach—how the teaching-learning process is leveraged through the use of technology, and how teachers transform, and are transformed by, their experiences with technology.
 Download the full article (PDF, 113 KB)
Contributor
Neil Schwartz is Professor of Psychology at California State University, Chico. He is an expert on the design and development of Web-based instructional systems, relative to graphics, metacognition, and problem solving. (nschwartz@csuchico.edu)
Copyright 2008, (International Society for Technology in Education). All rights reserved.
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