Hi Again! On this page, I describe the assignment. Throughout this exploration, new pedagogical and technological concepts related to distributed cognition and the extended mind will be encountered through ongoing discussions, hands on activities, classroom observations, readings, and research. To study and learn about the extended mind and distributed cognition and what it means to learn with things (tools, digital technologies, and more), for this exploration you are to produce a series of comic strips using the digital comic strip tool, Pixton. We will have a series of Pixton workshops. As well, there are additional tutorials available at the Pixton website.
The objective of this assignment is to create a series of comic strips and blog posts, to study, learn and demonstrate your understanding of distributed cognition and the extended mind. Do not assume that your readers understand distributed cognition. Use rich examples such as hands-on learning experiences, field observations and discussions to support definitions and explanations of the concepts you’ve observed and choose to include. In your comics and blog posts, include ideas from the readings and more to support your work. The project can be divided into three parts.
Part One | During your observations of two (2) lessons, study how children are using technology to extend their minds as they are learning. As well, I invite you to study how, and especially why technology is being integrated into classroom experience.
Part Two | To further these studies, create two (2) digital stories about your observations using the Pixton digital comic strip tool (~4-6 comic strip panels = a digital story). Embed each comic strip in a blog post.
Part Three | With references to course readings, discussions and other activities concerning distributed cognition, author two brief essays, one about each comic strip. In each essay, discuss the learning experiences of students, the instructional practices of the teacher(s) and the technologies integrated into the lesson.
Describe and discuss the following topics with references to and in the context of your observations and comic strips:
- the affordances of the technologies being integrated,
- the meaning of distributed cognition, effects of and effects with technology;
- translation and the representation of ideas;
- formative assessment,
- monitoring, and
- the pros and cons of offloading.
Did the students’ experiences of this lesson and how technology was integrated make them smarter? If so why? If not, why not? (~500 words/essay). Following Salomon and Perkins (2005), the primary question that this exploration poses is: Does technology make us smarter?
- Observe two lessons;
- Using Pixton, tell two stories about how, why, and to what end technology is being used;
- About each comic strip, author a brief essay with references to course readings and discussions about how cognition is distributed to advance learning and teaching. Define and discuss the following topics as they are evident in your observations:
- Technology affordances
- What do you mean by distributed cognition?
- Effects of and Effects with technology;
- Translation and the representation of ideas;
- To offload or not to offload;
- Formative assessment and monitoring;
- Will this lesson and how technology is integrated make the students smarter? If so why? If not, why not?