Early Theory
Prior to the conceptualisation of computers as cognitive tools, the traditional role of educational/ instructional technologies was to deliver instruction/content to learners (Jonassen, et al., 1998). This transmission model provided learners with no control over learning process, thereby negating any agency or opportunities for critical thinking.
Jonassen argued that technology be used to support learning by acting as “knowledge construction tools that students learn with, not from” (Jonassen, et al., 1998) as also earlier expressed by (Salomon, et al., 1991). Jonassen further emphasized the role of learners as designers of their own learning with computers functioning as intellectual partners to analyse and interpret personal knowledge. He argued that cognitive tools must: 1) engage students in critical thinking about what they are learning, and 2) enable students to think about what they are learning in different, meaningful ways, thinking deeply about their learning.
The infographic below outlines the 6 core categories of Computers as Mindtools as proposed by Jonassen (1998).
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Rationale for using computers as mindtools:
1) foreground the learner as designer
2) cultivate knowledge construction, not reproduction
3) learn with, not from technology
4) use computers as unintelligent tools (learners provide the intelligence)
5) distribute cognitive processing
6) be cost and effort beneficial (Jonassen, et al., 1998)
Jonassen argued that computer technology should be used in all subject domains to engage learners in reflective, critical thinking instead of functioning to disseminate information.
A summary of the 6 categories of mind/cognitive tools as proposed by Jonassen:
1. Semantic Organization Tools
These tools analyse and organise knowledge. They include 2 subcategories: a) Databases and b) Semantic Networking tools.
2. Dynamic Modelling Tools
Dynamic Modelling Tools allow for the description of changing relationships between ideas. They consist of 4 subcategories namely a) Spreadsheets, b) Expert Systems, c) Systems Modelling Tools and d) Microworlds.
3. Information Interpretation Tools
These tools allow students to locate and process knowledge. Search engines such as the world wide web and Visualization Tools that allow for visual representations of mental images form part of this category.
4. Knowledge Construction Tools
Knowledge Construction Tools focus on the learner as the designer to create and design objects. The learning theory of constructionism (Papert, 1980) describes the knowledge construction process.
5. Hypermedia
Hypermedia link various media such as text, images, audio & video enabling learners to research, present, represent and reflect on their knowledge.
6. Conversation Tools
Conversation tools provide platforms for interpersonal exchanges where social learning in the form of discussion forums provide a platform for learners to participate in meaningful conversation, respond to and provide opinions and interpret messages.