This exploration is aimed at explaining my understanding of distributed cognition as using technology not only to enhance existing capabilities, but to change the way we learn through interaction with technology.
For me, distributed cognition means thinking with different modes of technology in order to reach conclusions that ultimately make us cognitively more advanced.
The “Copy and Paste” function is an essential artifact in the theory of distributed cognition. Copy and paste, when used effectively, can be an effective interaction strategy for students to better understand material. This interaction provides the affordance of “speed and accuracy of reproduction,” (Morgan et al, 2008). However, the key to effectively using Copy and Paste for students it to ensure students achieve “meaningful processing of content for understanding,” (Morgan et al, 2008).
A lesson I observed that had a meaningful Copy and Paste activity was when the students were tasked with writing a lab report for a laboratory activity they had completed. The students had access to the lab document, and could copy and paste information from it into their lab reports. However, when including sections such as “Materials” and “Procedures,” students had to express these ideas in paragraph, rather than list, form. In this way, students could copy and paste information from the lab document, but had to organize ideas in their own ways to complete the assignment. Additionally, students could copy and paste tables and graphs into their lab reports, but had to fill in the information with their own tests they ran during the laboratory. I think that this activity achieved the desired effects of the copy and paste techniques. These are outlined in the Morgan, Brickell, and Harper article as the authors write, “It is theorised that maximum learning effects can be derived from an interaction strategy that requires learners to manipulate content extensively, allows the learner time to manipulate the content, requires the learner to complete some form of task with the content in order to understand it, such as elaboration, categorisation, or summarisation, and that alters its form significantly,” (Morgan et al, 2008).
The students, by being tasked with completing the lab write up in their own words, could copy and paste information from the lab documents, but had to interact with the material to express ideas in a different format and in their own words. This altered the form of the information they had copied and pasted in a way that allowed for maximum learning.
In what ways do technologies make us cognitively more capable? Salomon and Perkins offer a three-way framework to explore this question. Firstly, the authors consider the “effects with” technologies. This is described as the ways in which use of a technology has the potential to advance cognitive performance. Next, the authors present the idea of “effects of” technology, meaning how technology can have an effect on thinking that will enhance cognitive ability in the absence of technology. Finally, the authors discuss the “effects through” technology. This refers to the idea that technology can not only improve performance, but also change the nature of cognitive performance. (Salomon & Perkins, 2005).
In my first day of observation, the students were completing a review guide for an upcoming exam. For the biology students at Shaker Height High School, the main technological resource that all students use to carry out much of their cognitive work is the Chromebook. The Chromebook offers the students countless ways to experience intellectual development. Chromebook exemplify each of the three factors of the framework suggested by Salomon and Perkins. Firstly, Chromebooks can lead to effects with technology because they establish an intellectual partnership with the user. Each of the tools offered by the Chromebook resource allow students to distribute cognitive functions between themselves and the tool they are using. For example, students can use their Chromebooks to create their own study guides for their class material. They are increasing their disciplinary literacy by writing about class material, and the processing functions of the Chromebook allow them to write more easily in the discipline. They have the ability to outline their thoughts in word processing documents, and they receive some assistance with spelling and grammar, which allows them to correct any mistakes with ease.
The students’ use of their Chromebooks can also lead to effects with technology. While the students were completing their review assignment, many of them used their Chromebooks to research the correct answers. Chromebooks allow the students to quickly access a wide variety of literature dealing with their discipline. As they scan this literature for the answers to their questions, they are effectively participating in disciplinary research. They learn how to evaluate sources for their reliability in obtaining the desired answers. This can translate to research in books and other printed literature when technology is not available, or not available as the best way to gain information. By using their Chromebooks to carry out research, students are practicing good research methods that can translate to their intellectual capabilities in the absence of technology. In this way, the availability of Chromebooks can lead to effects with technology.
Finally, the students’ use of their Chromebooks to complete class assignments can result in effects through technology. Combining the previously listed skills of researching disciplinary information and consolidating it into the student’s own research document leads to shifts in students’ attitudes towards disciplinary writing. Students can use technology to make this process faster, and in-turn their cognitive performance in the fields of research and writing is improved. Additionally, effects through technology related to the Chromebooks include giving these biology students more confidence in their ability to write as scientists. This technology can change the ways that students approach writing and research in the discipline, both changing the ways in which they think about scientific reading and writing while also improving their cognitive abilities.
This semester, I have observed the tenth grade biology students at Shaker Heights High School using a number of both hardware and software technologies in the classroom. As I have explained in previous blogposts, Shaker Heights High School employs a 1:1 Chromebook initiative in which each student receives their own Chromebook that travels with them each day between home and school, and from class to class. There is a variety of research that shows that by providing equal resource opportunities for students, educators can ensure that each student is receiving an equal educational experience. A study done by professors at Michigan State University found “modest evidence of other positive benefits associated with giving laptops to students, including increased student technology use; more student-centered and project-based instruction; greater student engagement; and better relationships between students and teachers,” (Doran & Herold, 2016). I believe that this hardware is a great tool for the students at Shaker Heights. It allows the teachers to design curriculum knowing that each student has the same resources available to complete assignments. Additionally, I believe it prepares students for life in an increasingly technological world by teaching them to make the most out of the technologies available to them. While some educators still believe in the traditional use of pen and paper, I believe that embracing the nuances of technology in the classroom shows students how to adapt to an ever-advancing world.
In my opinion, the two most important software programs I saw being used are the Google Classroom Application and the Mastering Biology Application. Firstly, one of the teachers I observed over the course of this semester used her Google Classroom site to make sure students were aware of all important course information. Each week, she posted a course agenda to the site, with links to essential information students could use to complete assignments. In this way, the teacher ensured that students were always up-to-date with course materials and had an updated syllabus readily available if students were unsure of important dates. With all of the week’s important information in one place, students found it simple to access course material both during class and outside of class.
Another software application that I thought was very valuable for these students is the Mastering Biology online program. This program is an interactive website that is linked to the students’ Biology textbook and allows the teacher to assign homework and track students’ progress on assignments. For example, Mr. Walker would give his students a Mastering Biology assignment each week, due at 11:59p.m. on Fridays. Students could work at their own pace throughout the week, and turn in the assignment digitally. This instructor used the assignment as review and practice in preparation for upcoming assessments on the material. Students have access to their textbooks through this program, so they always have their materials readily available to consult and study from. This program allows the instructor to track students’ progress as they work and identify topics that students are struggling with.
For this blogpost, I wanted to gather some information about how the students and teachers use technology in the classroom from day to day, and if there is a greater network of professionals at the school that works on technology access for students and teachers. Prior to asking the students and teachers questions, I visited Shaker Heights High School’s website to learn more about their technology department. The first section of the website I found important was the school resources page. This page offers links for both students and teachers to reach their online materials for classes, includes gradebooks, Google Classroom, and other online resources. It also offers a page for parents to reach schedules, forms, online grades, and more.
While exploring the school resources page, I found some information on departments. The homepage for the technology department is shown below. It gives information on the two technology “teams”, as well as provides visitors to the site with information about how to contact those in charge of technologies.
While observing Ms. Hill’s first period Honors Biology class, I had the opportunity to ask the students and teacher about the digital technology used throughout their classrooms. Ms. Hill provides her students with a syllabus that they have access to through Google Docs, and the students can track updates to the syllabus at any time. This document also includes links to relevant course information that students can access from their Chromebooks. The students expressed that they do use their Chromebooks everyday, but not in every class; but that their daily Chromebook use was most consistent in English classes. The students gave me a few examples of other technology they use throughout the day, including cell phones, social media sites, video games such as Minecraft and sports games, and computer games, some of which were educational, according to the students. However, they did express that some games, even educational games, are blocked by the school’s firewall. I received some mixed responses about the school’s firewall, with teachers stating that the school blocks sites that include games, inappropriate content, etc.; while the students stated that there are ways to bypass the firewall.
While talking with Mr. Walker and his students, I learned a little more about the on-site resources available to students. When they have an issue with their Chromebooks, they can bring them to the “textbook center” at the high school. There, they can address issues such as cracked screens, broken chargers, etc. Students can use “loaner Chromebooks” for no longer than one week if theirs is unavailable. One thing that was emphasized to me is that students are held responsible for their technology, and if there is an issue, they are responsible for addressing it. I learned that there are some purchases and financial responsibilities associated with Chromebooks at SHHS. While there is no fee to receive a Chromebook, there is an optional yearly payment of $25 for insurance. There are also fees for student-induced damages to Chromebooks that are not covered by insurance, such as a cracked screen. Another on-site resource is computer labs, which can be reserved for entire class use. Additionally, the library has some desktop computers with printers that the students are free to use throughout the day.
This experience has allowed me to gain very important insight into the use of technology in secondary classrooms. The 1:1 Chromebook initiative, which many schools are using or working towards incorporating, has many realistic pros and some cons. I think that it takes a lot of work on the part of technology employees at these schools to ensure that Chromebooks are in working order and can be used to contribute to students’ learning. While there can be some challenges to the 1:1 Chromebook initiative, I think this is a worthwhile program because it allows students, regardless of their access to technology at home, to have a way to connect with course materials outside of the school day, and ensures that all students have the same resources to complete assignments.
The following rubric was created as a way to assess students’ digital stories. Jason Ohler argues that effective assessments are the key to incorporating Digital Storytelling into classroom learning as he writes, “Without a practical, meaningful way to assess new media, teachers are understandably reluctant to include it in the curriculum,” (2013). He offers a series of assessment “traits” that can be used when looking at digital stories. Of his list, I used my own adaptations of his categories of content understanding; assignment criteria; originality, voice, & creativity; flow, organization, and pacing; presentation; and media application and grammar (Table 4.1, pg 90).
This rubric offers students a total of 30 possible points for the digital story. This rubric considers the quality and content of the digital story itself, and does not include points for planning, as I would personally consider that a separate assignment. Students can score anywhere from zero to six points for each of five categories. There is also a section for comments, where the instructor can elaborate on scoring decisions. After I have finished and posted my own digital story, I will use this rubric to assess how my presentation should be scored.
I have created this storyboard to organize my idea as I consider the images, audio effects, and transitions that I will to include in my digital story. Each section of this storyboard contains the voiceover narration that will accompany each image, as well as the sound effects and transitions I intend to use to enhance the digital story experience. This storyboard was created using Boords.com. Each image used in the storyboard is given proper reference below.
https://www.clipartmax.com/so/chalkboard-clipart-images/
https://www.etsy.com/market/mitochondria
https://sites.google.com/site/carcellanalogy20156/home/plant-cell/mitochondria
https://thetransformationclub.fitness/tag/adenosine-triphosphate/
http://www.mrhorrocks.com/?page_id=1965
https://slideplayer.com/slide/13090325/
https://www.thoughtco.com/electron-transport-chain-and-energy-production-4136143
Below is the script I will use when narrating my digital story. It follows the process of cellular respiration, including detailed steps and an explanation of inputs and outputs. Each source I have used as reference material for completing this script is cited below.
Mitochondria is the powerhouse of the cell.
We have all heard this phrase, but what does it really mean? Why is mitochondria the powerhouse of the cell?
The mitochondria is the organelle in which cellular respiration takes place. Cellular respiration is the process by which the body breaks down glucose to produce energy in the form of ATP.
ATP stands for adenosine triphosphate, and it is the molecule that plant and animal cells use for energy to carry out daily processes.
When the body combines one molecule of glucose with six molecules of oxygen, the products are six molecules of carbon dioxide and six molecules of water. Roughly 38 molecules of ATP are made each time the cell completes a cycle of cellular respiration.
The process of cellular respiration involves three distinct steps:
Glycolysis
The Krebs Cycle
Oxidative Phosphorylation
The first step is Glycolysis. The word glycolysis means “glucose splitting.” Glycolysis involves the break down of a six-carbon glucose molecule. This results in a net production of two molecules of ATP, in addition to other energy storing molecules.
The next step in the process of cellular respiration is the Krebs Cycle. This step requires oxygen.
For each rotation of the Krebs Cycle, one molecule of ATP is made. This cycle occurs twice for each glucose molecule, so 2 molecules of ATP are made.
So far, we have taken one molecule of glucose and six molecules of oxygen, and produced 6 molecules of carbon dioxide and 4 molecules of ATP. We need a third step in order to generate the remaining 34 ATP that can be formed from one molecule of glucose. This is where the Electron Transport Chain comes in.
The final step in the process of cellular respiration is the Electron Transport Chain. Electron carriers deposit electrons to the chain, and as they move down the chain, energy is released.
The energy released here is used to move protons from the mitochondrial matrix to the outer membrane space. When there are multiple hydrogens outside of the matrix, they want to move to an area of lower concentration, which is inside the matrix.
As hydrogens move back to the inside of the mitochondria, they power the enzyme embedded in the inner membrane called ATP Synthase. ATP Synthase creates 34 ATP for each molecule of glucose introduced to the process. Additionally, the by-product of the electron transport chain is 6 molecules of water.
We have now completed the equation for cellular respiration. We have taken one molecule of glucose, and six molecules of oxygen, and produced 6 molecules of carbon dioxide, 6 molecules of water, and an amazing 38 molecules of ATP. WOW!
So the next time you hear “Mitochondria is the powerhouse of the cell,” you will know all about its key role in creating the energy needed for plant and animal cells to carry out daily processes.
https://www.heart.org/en/healthy-living/healthy-eating/eat-smart/sugar/sugar-101
https://www.ck12.org/book/CK-12-Life-Science-For-Middle-School/section/4.3/
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