Computers As Mind Tools
Computers As Mind Tools
Date: 23rd June 2020/ Tuesday
Similarly mind mapping tools such Inspiration, Mindmeister, Coggle, Bubbl.us, Popplet are a few among a large list that provide critical thinking opportunities. They are based on semantic networking. Semantic Networking provides visual screen tools to create concept maps. Its a way to look into a concept in more thorough detail and explore related concepts. These maps show inter relationships between different ideas and how they could be further scaffolded.For example as part of a final project I was suppose to develop a teachable agent and create a concept map of how this teachable agent will work. So I decided to work on teaching "What is Pollution". So I created a concept map, which had objectives to be achieved, topics to be covered, list of resources (audios, videos, interactive activities), online activities and exercises, content to be taught, definitions etc Later I added labels which further explained the purposes of the resources, activities etc Teachers can use these tools to develop their curriculum, it helps them think out of the box, ask questions and look for answers.Semantic networks are meaningful representations in the memory and can be thus reorganized.
Lets move to dynamic modelling tools, these tools basically show dynamic relationships between ideas. The tools include spread sheets, expert systems , system modelling tools etc So, how can we use spreadsheets as mind tools and not just data entering and storage tool. Creating graphs to represent information could be helpful for students , these graphs could be about population census in an area, qualifications of employees in an organization, home schooling data, resources availability of students in home and school , health facilities available to citizens, data about natural disasters etc. Such visual representations encourage and support critical thinking and help enhance questioning. Students could use mathematical tools to do calculations, use filter tools to categorize and sort data, that could help them make evidence informed decisions. They can create rules and filter data. They learn to develop rules using if then else command. These tools could help them represent data in a different form.They help students look for qualitative relationships among quantitative data.
Expert systems , system modelling tools and micro- worlds are some examples of mind tools. Its the way these tools are used makes them mind tools. For example expert system contain detailed domain knowledge about a particular area, these are use for decision making. They contain a knowledge base,inference engine and a user interface. Critical thinking is involved in creating the knowledge bases. Development of an expert system requires creating an intellectual environment, which should consist of ample knowledge and links with the environment and its objects.
Micro-worlds are explanatory learning environments where the learner gets to explore the topic in much greater depth and details by manipulating the various components. One example of a micro - world is the tool called SimCalc. SimCalc takes the user in a real world like situation, it teaches students concepts related to Calculus using math worlds. In a workbook for grade 7, unit to be taught is Ratios and Proportionality,you have to imagine yourself as a team manager, you help students learn the concepts using graphs, tables and simulations. They actually experience the rate of conversions etc
The SimCalc "curriculum" aims to bring the mathematics of change and variation (MCV) to "ordinary" children and give them the opportunities, experiences,and resources they need to develop an extraordinary understanding of and skill with MCV (Roschelle et al., 2000).
MAC Spartan is another visualization tools that lets you explore complex concepts related to chemistry and biology in an interactive way. These can be about the structure of compounds, molecules, how they function etc Learners could construct 2D and 3D molecular structures using MAC Spartan. They can also view, rotate and measure molecules using different views. They could also modify and construct new molecular structures. I remember static images from the chemistry and biology textbooks ,I don't remember the content nor the processes involved. We used to learn the concepts at times without understanding. Such tools help learners actually see abstract concepts turn into reality.These tools present today can enable and empower the learners to developers and creators of new content because they help scaffold the learning experience, which was not possible previously.
Moving on to exploring knowledge construction tools and how these could be used as mind tools. Symour Papper has used the term Constructionism to describe the process of knowledge construction resulting from constructing things. Its a general observation based on evidence that learners learn more while creating a product rather than just studying theoretically about it. Students can learn more by creating instructional materials than by simply reviewing them or downloading them. Hypermedia tools could be used in a much better way, we use them mostly for exploring, researching, downloading information. They are hyper linked audios, videos, texts used for further exploration and nothing more. The world wide web or WWW is an example of a hypermedia, its use is evident just navigation of the content online and no constructive or productive use visible so far. Students will learn more while creating and designing multimedia presentations. This process requires a number of skills including research, organization, presentation, reflection etc
The last conversation tools could be used as mind tools. We learn in different ways sometime by just viewing, by negotiating, discussing, sharing, exploring etc. There are a number of asynchronous and synchronous tools available online.These tools include online classroom platforms, chat rooms, online collaboration tools etc Tools like Google classroom, Edmodo, Schoology , Blackboard Collaborate are all examples of mind tools. These can be used to scaffold learning on a topic, gather information and data about a topic, collaborate and solve a real life problem, collaborate with a wider audience , incorporate a range of ideas and perspectives about a topic, their could be virtual field trips and reports could be generated about those trips electronically. Collaboratory Notebook is another example, it has been designed to support students discourse skills (O'Neil & Gomez, 1992). Google drive could be used as a Collaboratory notebook.
Why Computers as Mind Tool? just to recap, seveal reasons, they engage the learner in deep explorations, lets them questions the domain knowledge, think outside the box about the topic, and generate thoughts that would be impossible otherwise. In doing so learners think more critically from all perspectives, think more meaningfully and develop detailed comprehensive knowledge bases. Moreover, mind tools emphasize a constructivist use of technology. So when students create data bases, they create their own vision of the organization of the content /data. They get a chance to interpret the external world and reflect on their experiences. Solomon, Perkins and Globerson 1991) explain the effects of learning with computers and technology and learning from computers and technology. Learning with computers gets the students in an intellectual partnership with the computer.So, when students work with computers and technology, they not only enhance their learning but also the capabilities of the computers and technology, in turn technology enhances their thinking and learning. Derry and Lajoie (1993) say that the appropriate role of technology, computers is not that of a teacher, expert but that of a mind extension cognitive tool.
Learners should be assigned the task of the cognitive use of computers, judging patterns of information,processing info, followed by logical organization , where as calculations, data storage and retrieval should be left for computers!\
I have thoroughly enjoyed writing my blog after a very long time. It provided me an opportunity to think about the tools we use just a data gathering tools and ponder how often we mis-use technology!
Enjoy Reading :) Till my next blog post soon InnShaAllah!
Regards and prayers
Sheeba Ajmal
References:
1. Jonassen, D. H., Carr, C., & Yueh, H. P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.
2. Salomon, G., Lajoie, S. P., & Derry, S. J. (1993). Computers as cognitive tools.
3. Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational researcher, 20(3), 2-9.
4. Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Prentice-Hall, Inc.
5.O'Neill, D. K., & Gomez, L. M. (1994). The Collaboratory Notebook: A Networked Knowledge-Building Environment for Project Learning.
6. SimCalc Accessed Online https://simcalc.sri.com/technology/index.html, 25th June 2020
7. Managing the Soccer Team, Accessed Online https://simcalc.sri.com/curriculum/7Gstudent.pdf, 25th June 2020
8. Spartan - Chemistry Software , Accessed online http://ww2.wavefun.com/products/spartan.html, 25th June 2020
Date: 23rd June 2020/ Tuesday
This blog post looks at an interesting concept of computers being used as mind tools and how this could help learners functions as creators, developers and designers. Jonassen (1996) says that when computers are used as mind tools they offer learner critical thinking opportunities. They help the learner scaffold the learning content, think from different perspectives. For example when learners create a data base about a company and organize data about the employees to make evidence based decisions, they are actually thinking analytically. So what are basically mind tools and how do they help think critically is the core concept we are going to address in this blog post.
There are a number of mind tools available including semantic organization tools, dynamic modelling tools, information interpretation tools, knowledge construction tools, , conversation and collaboration tools. Semantic organization tools help learners organize the information in a way that they can make meaning from it. Two commonly used tools for this are mind mapping and databases. Content data bases can be constructed to answer specific questions about the data that has been entered into the database in the form of records, fields etc. For example, students can create a data base about the number of employees in the company, salary details, job details, working hours etc These details could be used to generate specific reports about the employees performance, which could be used during appraisal time. It takes a a lot of time to construct such databases. Similarly students could create a data base about animals and their habitats. They could query the data base to find details and generate relevant reports. They could also create data bases about natural disasters in a country , look for reasons for occurrence , effective measures taken, people involved and use these details to develop suggestive reports how to minimize their impact. Just simply using data bases to store data will not develop critical thinking skills of the learners until and unless the query data, analyze the data available , questions and generate reports.
Similarly mind mapping tools such Inspiration, Mindmeister, Coggle, Bubbl.us, Popplet are a few among a large list that provide critical thinking opportunities. They are based on semantic networking. Semantic Networking provides visual screen tools to create concept maps. Its a way to look into a concept in more thorough detail and explore related concepts. These maps show inter relationships between different ideas and how they could be further scaffolded.For example as part of a final project I was suppose to develop a teachable agent and create a concept map of how this teachable agent will work. So I decided to work on teaching "What is Pollution". So I created a concept map, which had objectives to be achieved, topics to be covered, list of resources (audios, videos, interactive activities), online activities and exercises, content to be taught, definitions etc Later I added labels which further explained the purposes of the resources, activities etc Teachers can use these tools to develop their curriculum, it helps them think out of the box, ask questions and look for answers.Semantic networks are meaningful representations in the memory and can be thus reorganized.Lets move to dynamic modelling tools, these tools basically show dynamic relationships between ideas. The tools include spread sheets, expert systems , system modelling tools etc So, how can we use spreadsheets as mind tools and not just data entering and storage tool. Creating graphs to represent information could be helpful for students , these graphs could be about population census in an area, qualifications of employees in an organization, home schooling data, resources availability of students in home and school , health facilities available to citizens, data about natural disasters etc. Such visual representations encourage and support critical thinking and help enhance questioning. Students could use mathematical tools to do calculations, use filter tools to categorize and sort data, that could help them make evidence informed decisions. They can create rules and filter data. They learn to develop rules using if then else command. These tools could help them represent data in a different form.They help students look for qualitative relationships among quantitative data.
Expert systems , system modelling tools and micro- worlds are some examples of mind tools. Its the way these tools are used makes them mind tools. For example expert system contain detailed domain knowledge about a particular area, these are use for decision making. They contain a knowledge base,inference engine and a user interface. Critical thinking is involved in creating the knowledge bases. Development of an expert system requires creating an intellectual environment, which should consist of ample knowledge and links with the environment and its objects.
Micro-worlds are explanatory learning environments where the learner gets to explore the topic in much greater depth and details by manipulating the various components. One example of a micro - world is the tool called SimCalc. SimCalc takes the user in a real world like situation, it teaches students concepts related to Calculus using math worlds. In a workbook for grade 7, unit to be taught is Ratios and Proportionality,you have to imagine yourself as a team manager, you help students learn the concepts using graphs, tables and simulations. They actually experience the rate of conversions etcThe SimCalc "curriculum" aims to bring the mathematics of change and variation (MCV) to "ordinary" children and give them the opportunities, experiences,and resources they need to develop an extraordinary understanding of and skill with MCV (Roschelle et al., 2000).
MAC Spartan is another visualization tools that lets you explore complex concepts related to chemistry and biology in an interactive way. These can be about the structure of compounds, molecules, how they function etc Learners could construct 2D and 3D molecular structures using MAC Spartan. They can also view, rotate and measure molecules using different views. They could also modify and construct new molecular structures. I remember static images from the chemistry and biology textbooks ,I don't remember the content nor the processes involved. We used to learn the concepts at times without understanding. Such tools help learners actually see abstract concepts turn into reality.These tools present today can enable and empower the learners to developers and creators of new content because they help scaffold the learning experience, which was not possible previously. 
Moving on to exploring knowledge construction tools and how these could be used as mind tools. Symour Papper has used the term Constructionism to describe the process of knowledge construction resulting from constructing things. Its a general observation based on evidence that learners learn more while creating a product rather than just studying theoretically about it. Students can learn more by creating instructional materials than by simply reviewing them or downloading them. Hypermedia tools could be used in a much better way, we use them mostly for exploring, researching, downloading information. They are hyper linked audios, videos, texts used for further exploration and nothing more. The world wide web or WWW is an example of a hypermedia, its use is evident just navigation of the content online and no constructive or productive use visible so far. Students will learn more while creating and designing multimedia presentations. This process requires a number of skills including research, organization, presentation, reflection etc
Why Computers as Mind Tool? just to recap, seveal reasons, they engage the learner in deep explorations, lets them questions the domain knowledge, think outside the box about the topic, and generate thoughts that would be impossible otherwise. In doing so learners think more critically from all perspectives, think more meaningfully and develop detailed comprehensive knowledge bases. Moreover, mind tools emphasize a constructivist use of technology. So when students create data bases, they create their own vision of the organization of the content /data. They get a chance to interpret the external world and reflect on their experiences. Solomon, Perkins and Globerson 1991) explain the effects of learning with computers and technology and learning from computers and technology. Learning with computers gets the students in an intellectual partnership with the computer.So, when students work with computers and technology, they not only enhance their learning but also the capabilities of the computers and technology, in turn technology enhances their thinking and learning. Derry and Lajoie (1993) say that the appropriate role of technology, computers is not that of a teacher, expert but that of a mind extension cognitive tool.
Learners should be assigned the task of the cognitive use of computers, judging patterns of information,processing info, followed by logical organization , where as calculations, data storage and retrieval should be left for computers!\
I have thoroughly enjoyed writing my blog after a very long time. It provided me an opportunity to think about the tools we use just a data gathering tools and ponder how often we mis-use technology!
Enjoy Reading :) Till my next blog post soon InnShaAllah!
Regards and prayers
Sheeba Ajmal
References:
1. Jonassen, D. H., Carr, C., & Yueh, H. P. (1998). Computers as mindtools for engaging learners in critical thinking. TechTrends, 43(2), 24-32.
2. Salomon, G., Lajoie, S. P., & Derry, S. J. (1993). Computers as cognitive tools.
3. Salomon, G., Perkins, D. N., & Globerson, T. (1991). Partners in cognition: Extending human intelligence with intelligent technologies. Educational researcher, 20(3), 2-9.
4. Jonassen, D. H. (1996). Computers in the classroom: Mindtools for critical thinking. Prentice-Hall, Inc.
5.O'Neill, D. K., & Gomez, L. M. (1994). The Collaboratory Notebook: A Networked Knowledge-Building Environment for Project Learning.
6. SimCalc Accessed Online https://simcalc.sri.com/technology/index.html, 25th June 2020
7. Managing the Soccer Team, Accessed Online https://simcalc.sri.com/curriculum/7Gstudent.pdf, 25th June 2020
8. Spartan - Chemistry Software , Accessed online http://ww2.wavefun.com/products/spartan.html, 25th June 2020
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