Computer-based cognitive tools: Description and design

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Kennedy, D. & McNaught, C. (2001). Computer-based cognitive tools: Description and design. In C. Montgomerie & J. Viteli (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2001 (pp. 925-930). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/8696.

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Conference Information

World Conference on Educational Multimedia, Hypermedia and Telecommunications (EDMEDIA) 2001
Norfolk, VA
2001
ISBN 1-880094-42-8
  Craig Montgomerie & Jarmo Viteli
AACE

More Information on EDMEDIA
Table of Contents

Authors

David Kennedy, Monash Univ., Australia; Carmel McNaught, RMIT Univ., Australia

Abstract

With computers, tangible tools are represented by the hardware (e.g., the central processing unit, scanners, and video display unit), while intangible tools are represented by software. There is a special category of computer-based software tools (CBSTs) that have the potential to mediate cognitive processes-computer-based cognitive tools (CBCTs). Only a limited number of CBSTs have been designed specifically for educational purposes. It is the design of the educational environment, specifically the educational intent, that transforms student interactions with a CBST to that of a CBCT. Two examples of CBCTs are described. The Interactive Graphing Tool (IGT) facilitates on-screen sketching of graphs. Students receive qualitative feedback, may revise their articulation of graphical knowledge any number of times, and ultimately, have access to expert answers for comparison and selfevaluation. The Text Analysis Object (TAO) also facilitates an iterative approach to knowledge construction. The TAO allows a student to type extended answers to questions, receive qualitative and limited summative feedback, and access to both expert and 'good student answers' for comparison and self-evaluation.

Keywords

• Students
• Cognition
• Computers
• Software

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