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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
Distributed Cognition: A Framework for Understanding the Role of Computers in Classroom Teaching and learning
Charoula Angeli
University of Cyprus
Introduction
Research on the role of computers in education is mainly outcomes-based, and focuses on the effects of computers on student learning primarily from two perspectives—the amplification and augmentation perspectives (Azevedo, 2005; Kozma, 1991; Lajoie, 1993; Lajoie, 2003; Liu & Bera, 2005; Pea, 1985; Saljo, 1999; Watters & Diezmann 2007; Wijekumar, Meyer, Wagoner, & Ferguson, 2006). According to the amplification perspective, computers share the cognitive burden of carrying out tasks that humans are not very good at, such as, performing complex calculations, and storing and retrieving information (Salomon, Perkins, & Globerson, 1991; Salomon, 1993). From the augmentation perspective, computers not only amplify what humans do, but also shape human cognition by facilitating the construction of mental representations of abstract concepts and phenomena through the use of advanced computer visualizations and simulations (Jonassen & Carr, 2000; Jonassen & Reeves, 1996;Pea, 1985; Pea, 2004).
 Download the full article (PDF, 113 KB)
Contributor
Dr. Charoula Angeli is Assistant Professor of Instructional Technology at the University of Cyprus. She has undergraduate and graduate studies at Indiana University-Bloomington, USA (BS in Computer Science, 1991, MS in Computer Science, 1993, and Ph.D. in Instructional Systems Technology, 1999). Her research interests include the utilization of educational technologies in K–12, the design of computer-enhanced curricula, educational software design, teacher training, teaching methodology, online learning, and the design of learning environments for the development of critical and scientific thinking skills. (Charoula Angeli, Department of Education, cangeli@ucy.ac.cy)
Copyright 2008, (International Society for Technology in Education). All rights reserved.
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