above assign cognitive responsibility to each part of the learning system that does it best . The learner is responsible for recognizing and judging patterns of information , organizing it , and representing knowledge , while the computer performs calculations , stores information , and retrieves it upon the learner ' s command . Nonetheless , helping people to change their mental models of computers as something that students learn “ from ” to something they learn “ with ” remains a great challenge . This probably has a great deal to do with the constructivist pedagogy that ideally guides the adaptation of cognitive tools in schools . Many teachers are uncomfortable with moving from a teacher-centered to student-centered classroom environment , and such a transformation takes considerable time and support ( Fisher , Dwyer , & Yocam , 1996 )
Summary
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This third section has presented research concerning the effectiveness of one type of cognitive tools , i . e ., multimedia construction software . In addition , research concerning the effectiveness of constructivist learning environments such as microworlds , classroom-based learning environments , and virtual , collaborative environments was reviewed . Emphasizing “ learning by design ,” these approaches to learning “ with ” media and technology show positive results across a wide range of indicators . However , longer-term research using both quantitative and qualitative methods is needed to advance the development of these approaches as well as to provide evidence of their impact .
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