The cognitive transformations triggered by tools
have two sides, paralleling the kinds of effects discussed above. One side
is learning effects with the tool. This recognizes the changed functioning
and expanded capability that takes place as the user uses and gets used
to particular tools. Impact occurs through the redistribution of a task‰s
cognitive load between persons and devices (e.g. Pea, 1993; Perkins, 1993),
including symbol-handling devices (e.g,. a spell checker) or across persons,
mediated by devices and symbol systems (telephones, fax machines). As these
examples suggest, such tools are all around us, but their possibility also
invites the design of special-purpose tools for supporting various cognitive
functions. For instance, experiments have shown that a computerized Reading
Partner that provides ongoing metacognitive-like guidance improves students‰
comprehension of texts while they read with the tool (Salomon, Globerson,
& Guterman, 1991).
Joan McCabe on 13 Jul 12"This study provides evidence on how young children can start to direct their learning plans and take responsibility in responding to their problems through active participation in planning and assessment, and it therefore contributes to our understanding of how ECE classrooms can operate as Communities of Learning. In any Communities of Learning, there is always a dual focus: To empower children as learners, using the concept of learning as change in participation, but also to keep a close and critical eye on what the nature of the change is and its relationship with valuable learning. Edwards (2005) calls it "learning as a resourceful action" and argues that it "allows us to examine the processes of learning as well as the outcomes and to consider how they are pedagogically supported" (p. 58). Her argument for research that highlights the cognitive potential of sociocultural approaches to learning can contribute to the research about Learning Cultures in kindergarten (Hodkinson et al. 2008).
