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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