Open AccessRevisiting cognitive tools from a social and motivational perspective
Author(s) -
Xun Ge,
Murat Turk,
Woei Hung
Publication year - 2019
Publication title -
australasian journal of educational technology
Language(s) - English
Resource type - Journals
eISSN - 1449-5554
pISSN - 1449-3098
DOI - 10.14742/ajet.4887
Subject(s) - affordance , perspective (graphical) , dimension (graph theory) , context (archaeology) , cognition , educational technology , emerging technologies , paradigm shift , cognitive dimensions of notations , social constructivism , learning sciences , psychology , cognitive science , knowledge management , computer science , cognitive psychology , epistemology , mathematics education , pedagogy , artificial intelligence , philosophy , mathematics , neuroscience , pure mathematics , biology , paleontology
The concept of computers as cognitive tools has been revisited to provide insight into the motivational and social dimension in light of the emerging technologies. Central to this concept are the two opposing philosophical views: learning from technology (amplification view of technology) versus learning with technology (constructivist view of technology). A literature review is provided on the paradigm shift in educational technologies from the “learning from paradigm” to the “learning with” paradigm. While the literature review shows powerful affordances of emerging technologies in engaging community of learners in knowledge construction and building, a critical analysis also indicates a significant gap in the traditional conception of cognitive tools, that is, a lack of research in the motivational and social dimension. Therefore, the purpose of this study was to investigate the motivational and social dimensions of cognitive tools in the context of emerging technologies, with the substantiation of empirical evidence from the literature.