Australasian Journal of Educational Technology , 2019
The term cognitive tool has been used in many areas of academic specialisation, where it has take... more The term cognitive tool has been used in many areas of academic specialisation, where it has taken on multiple connotations. In this historical and systematic review, we investigate the conceptualisation of cognitive tools in the learning sciences and educational technology. First, the theory of cognitive tools vis-à-vis learning and development is traced from Vygotsky and Soviet psychology through to its use in current educational technology and learning design. Second, we present a systematic review of cognitive tools in peer-reviewed research literature. We found the term cognitive tool was often used vaguely or with extreme generality. When used more specifically, it referred to communication methods such as visualisations, metaphors, symbols, and hypermedia; or interactive interfaces and environments such as templates, databases, simulations, games, and collaborative media. We offer a definition of software-based cognitive tools founded on the attributes of representation, interactivity, and distributed cognition, which commonly feature in the work of influential theorists; and we explain implications of the definition for designing, evaluating, and researching learning technologies. The term cognitive tool has seen extensive usage in a range of education-related academic disciplines. Theorists or researchers taking up the term often gave it a sense that differed, sometimes radically, from the way it was used by prior writers. Throughout its history as an intellectual port of call, the notion of cognitive tool has been linked with cognitive development (Vygotsky, 1930/1999), computer technologies (Pea, 1985), distributed cognition (Salomon, 1993), constructivism (Jonassen, 1995), scaffolded cognitive processing, knowledge visualisation, metaphor, and a host of other ideas detailed in this article. The various interpretations seem so diverse, and are sometimes presented with such little reference to prior work, we believe there is a need for an inquiry into the origins of the concept, how it has evolved to inhabit specialised intellectual niches, and whether its divergent meanings retain a common or core sense that offers value in the field of educational technology and learning design. In this review, we examine the theory of cognitive tools and its implications for designing learning technologies. First, we historically trace the main themes of the concept from its roots in the Soviet psychology of Vygotsky and his associates through to its widespread use in the learning sciences and the study of educational technology. Second, we report a systematic review of peer-reviewed journal articles that recorded and categorised uses of the term cognitive tool. Finally, we consider what ideas lie at the core of the various conceptualisations of cognitive tools, judge which of these ideas have a continuing role to play in the learning sciences, and describe their implications for designing learning technologies.
In a graduate course on public policy analysis, an instructor typically includes among course obj... more In a graduate course on public policy analysis, an instructor typically includes among course objectives helping students understand different perspectives and providing the tools neededfor policy analysis. As vehicles to achieve these objectives, we recommend the use of Q methodology, specifically a Q sort on the roles and values of policy analysts. Results of the sorts, along with assigned readings, provide students insight into how analysts perceive relationships to clients, the public, the profession, and" truth."
An examination of the concept of development through the prism of the work of Yrjo Engestrom and ... more An examination of the concept of development through the prism of the work of Yrjo Engestrom and cultural-historical activity theory
The defining characteristic of decision making is that it involves freedom of choice. Choices are... more The defining characteristic of decision making is that it involves freedom of choice. Choices are constrained to a greater or lesser degree, of course, but they exist within constraints—otherwise, no decision remains to be made. The exercise of choice reveals preferences, which are always subjective in the sense that from a decision maker's vantage point, one course of action is preferred over others, based on criteria with varying degrees of explicitness.
Conflict is ubiquitous in policy making. Sometimes the conflict is over who gets the benefits bes... more Conflict is ubiquitous in policy making. Sometimes the conflict is over who gets the benefits bestowed by government and who bears the costs. Other times the conflict is over what behavior will be prohibited by government and what will be permitted. And still, other times the conflict is simply a disagreement about which information should be used so that the most efficient, efficacious, or fair decision will be made.
LS Vygotsky was an early twentieth century Russian social theorist whose writing exerts a signifi... more LS Vygotsky was an early twentieth century Russian social theorist whose writing exerts a significant influence on the development of social theory in the early twenty first century. His non-deterministic, non-reductionist account of the formation of mind provides current theorietical developments with a broadly drawn yet very powerful sketch of the ways in which humans shape and are shaped by social, cultural, and historical conditions. The Cambridge Companion to Vygotsky is a comprehensive text that provides students, ...
... Vygotskian Approaches Cultural-Historical Activity Theory: Foundational Worldview, Major Prin... more ... Vygotskian Approaches Cultural-Historical Activity Theory: Foundational Worldview, Major Principles, and the Relevance of Sociocultural Context 231 anna stetsenko and igor ... She thanksAlex for the pleasure of his company all the times he sat nearby and played or read while ...
... ix Misjudgment Mark A. Runco Mood 241 Edward R. Hirt Motivation/Drive Regina Conti and Teresa... more ... ix Misjudgment Mark A. Runco Mood 241 Edward R. Hirt Motivation/Drive Regina Conti and Teresa Amabile Multiple Discovery Amy Ione Multiple Intelligences 2 Becca Solomon, Kimberly Powell, and Howard Gardner Music Marc Leman N Novelty 29 Patricia D. Stokes O O ...
In a graduate course on public policy analysis, an instructor typically includes among course obj... more In a graduate course on public policy analysis, an instructor typically includes among course objectives helping students understand different perspectives and providing the tools neededfor policy analysis. As vehicles to achieve these objectives, we recommend the use of Q methodology, specifically a Q sort on the roles and values of policy analysts. Results of the sorts, along with assigned readings, provide students insight into how analysts perceive relationships to clients, the public, the profession, and" truth."
The sociocultural turn in psychology: …, Jan 1, 2010
The publication of English versions of a large portion of Lev Vygotsky's writings, supplemen... more The publication of English versions of a large portion of Lev Vygotsky's writings, supplemented by a number of excellent scholarly examinations of both his ideas and their relationship to antecedent and contemporaneous thinkers, has enormously expanded the horizons of our knowledge about the work of Vygotsky and his immediate colleagues (Vygotsky 1987, 1997, 1998; van der Veer and Valsiner 1991; Wertsch 1985). Simultaneously, there has been a rather broad recognition of the pitfalls of the intercultural ...
Australasian Journal of Educational Technology , 2019
The term cognitive tool has been used in many areas of academic specialisation, where it has take... more The term cognitive tool has been used in many areas of academic specialisation, where it has taken on multiple connotations. In this historical and systematic review, we investigate the conceptualisation of cognitive tools in the learning sciences and educational technology. First, the theory of cognitive tools vis-à-vis learning and development is traced from Vygotsky and Soviet psychology through to its use in current educational technology and learning design. Second, we present a systematic review of cognitive tools in peer-reviewed research literature. We found the term cognitive tool was often used vaguely or with extreme generality. When used more specifically, it referred to communication methods such as visualisations, metaphors, symbols, and hypermedia; or interactive interfaces and environments such as templates, databases, simulations, games, and collaborative media. We offer a definition of software-based cognitive tools founded on the attributes of representation, interactivity, and distributed cognition, which commonly feature in the work of influential theorists; and we explain implications of the definition for designing, evaluating, and researching learning technologies. The term cognitive tool has seen extensive usage in a range of education-related academic disciplines. Theorists or researchers taking up the term often gave it a sense that differed, sometimes radically, from the way it was used by prior writers. Throughout its history as an intellectual port of call, the notion of cognitive tool has been linked with cognitive development (Vygotsky, 1930/1999), computer technologies (Pea, 1985), distributed cognition (Salomon, 1993), constructivism (Jonassen, 1995), scaffolded cognitive processing, knowledge visualisation, metaphor, and a host of other ideas detailed in this article. The various interpretations seem so diverse, and are sometimes presented with such little reference to prior work, we believe there is a need for an inquiry into the origins of the concept, how it has evolved to inhabit specialised intellectual niches, and whether its divergent meanings retain a common or core sense that offers value in the field of educational technology and learning design. In this review, we examine the theory of cognitive tools and its implications for designing learning technologies. First, we historically trace the main themes of the concept from its roots in the Soviet psychology of Vygotsky and his associates through to its widespread use in the learning sciences and the study of educational technology. Second, we report a systematic review of peer-reviewed journal articles that recorded and categorised uses of the term cognitive tool. Finally, we consider what ideas lie at the core of the various conceptualisations of cognitive tools, judge which of these ideas have a continuing role to play in the learning sciences, and describe their implications for designing learning technologies.
In a graduate course on public policy analysis, an instructor typically includes among course obj... more In a graduate course on public policy analysis, an instructor typically includes among course objectives helping students understand different perspectives and providing the tools neededfor policy analysis. As vehicles to achieve these objectives, we recommend the use of Q methodology, specifically a Q sort on the roles and values of policy analysts. Results of the sorts, along with assigned readings, provide students insight into how analysts perceive relationships to clients, the public, the profession, and" truth."
An examination of the concept of development through the prism of the work of Yrjo Engestrom and ... more An examination of the concept of development through the prism of the work of Yrjo Engestrom and cultural-historical activity theory
The defining characteristic of decision making is that it involves freedom of choice. Choices are... more The defining characteristic of decision making is that it involves freedom of choice. Choices are constrained to a greater or lesser degree, of course, but they exist within constraints—otherwise, no decision remains to be made. The exercise of choice reveals preferences, which are always subjective in the sense that from a decision maker's vantage point, one course of action is preferred over others, based on criteria with varying degrees of explicitness.
Conflict is ubiquitous in policy making. Sometimes the conflict is over who gets the benefits bes... more Conflict is ubiquitous in policy making. Sometimes the conflict is over who gets the benefits bestowed by government and who bears the costs. Other times the conflict is over what behavior will be prohibited by government and what will be permitted. And still, other times the conflict is simply a disagreement about which information should be used so that the most efficient, efficacious, or fair decision will be made.
LS Vygotsky was an early twentieth century Russian social theorist whose writing exerts a signifi... more LS Vygotsky was an early twentieth century Russian social theorist whose writing exerts a significant influence on the development of social theory in the early twenty first century. His non-deterministic, non-reductionist account of the formation of mind provides current theorietical developments with a broadly drawn yet very powerful sketch of the ways in which humans shape and are shaped by social, cultural, and historical conditions. The Cambridge Companion to Vygotsky is a comprehensive text that provides students, ...
... Vygotskian Approaches Cultural-Historical Activity Theory: Foundational Worldview, Major Prin... more ... Vygotskian Approaches Cultural-Historical Activity Theory: Foundational Worldview, Major Principles, and the Relevance of Sociocultural Context 231 anna stetsenko and igor ... She thanksAlex for the pleasure of his company all the times he sat nearby and played or read while ...
... ix Misjudgment Mark A. Runco Mood 241 Edward R. Hirt Motivation/Drive Regina Conti and Teresa... more ... ix Misjudgment Mark A. Runco Mood 241 Edward R. Hirt Motivation/Drive Regina Conti and Teresa Amabile Multiple Discovery Amy Ione Multiple Intelligences 2 Becca Solomon, Kimberly Powell, and Howard Gardner Music Marc Leman N Novelty 29 Patricia D. Stokes O O ...
In a graduate course on public policy analysis, an instructor typically includes among course obj... more In a graduate course on public policy analysis, an instructor typically includes among course objectives helping students understand different perspectives and providing the tools neededfor policy analysis. As vehicles to achieve these objectives, we recommend the use of Q methodology, specifically a Q sort on the roles and values of policy analysts. Results of the sorts, along with assigned readings, provide students insight into how analysts perceive relationships to clients, the public, the profession, and" truth."
The sociocultural turn in psychology: …, Jan 1, 2010
The publication of English versions of a large portion of Lev Vygotsky's writings, supplemen... more The publication of English versions of a large portion of Lev Vygotsky's writings, supplemented by a number of excellent scholarly examinations of both his ideas and their relationship to antecedent and contemporaneous thinkers, has enormously expanded the horizons of our knowledge about the work of Vygotsky and his immediate colleagues (Vygotsky 1987, 1997, 1998; van der Veer and Valsiner 1991; Wertsch 1985). Simultaneously, there has been a rather broad recognition of the pitfalls of the intercultural ...
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