BEYOND AMPLIFICATION:
USING THE COMPUTER TO REORGANIZE MENTAL FUNCTIONING
by Roy D. Pea
SUMMARY OF ARTICLE
In the article, “Beyond Amplicification: Using the Computer to Reorganize
Mental Functioning” by Roy D. Pea, the author discusses the effects
of computers on cognition. Many people view computers as an amplifier of cognition.
Pea agrees, but he also thinks that the primary role for computers is changing
the task we do by reorganizing our mental functioning, not only by amplifying
it. He divided the article up into four sections.
The first section discusses two different concepts on the changing roles
of non-computer cognitive technologies, most importantly written language,
in human intelligence and cognitive change, as amplifier and reorganizer of
mind.
The second section discussed three different examples of software tools that
has changed the content and flow of the cognitive processes engaged in human
problem solving. The first example talks about electronic spreadsheets. Electronic
spreadsheets, such as Visicalc and Lotus 1-2-3, can be used to reorganize
mental functioning, organizing content in cells, calculate numbers, etc. The
second example is software used for problem solving in mathmetics. Programs
such as AlgebraLand can easily do complex equation solving, such as solutions
to numerical and literal equations, factoring, evaluation of integrals, differentiation
of elementary functions, and many others. The third example is writing with
outliners and idea organizers. Tools such as ThinkTank and Framework interactively
creates and revises a structured, top-down plan of a written document.
The third section discusses the implications of the reorganization metaphor
for cognitive technologies in education. Pea feels that computer are not being
used to extend and redefine the power of the child’s intellect and expressive
powers. Although there are more courses offered on computers, the courses
are mostly about computers rather than courses about using computers. Pea
stresses the aims that he sees as central in the form of information literacy
called for today are: 1.) A new emphasis on cognitive skills of information
management, 2) A renewed emphasis on written communication and critical inquiry
skills, 3) metacognitive and self-regulatory skills, 4) Strategies for creative
thinking and problem solving, and 5) cooperative group problem solving and
negotiation skills. Pea believes that if we create useful tools for thinking
in these ways, the new visions of education will at least be possible because
they are technically feasible.
In the fourth section, the author suggest that the urgency of updating educational
aims and methods recommends an activist research paradigm for creating and
studying changes in processes and outcomes of human learning with new cognitive
and educational technologies. He also believes that to inform education effectively,
theory and practice will need to be unified through the invention of research-informed
electronic learning systems that work in education settings.
IMPACT ON PRACTICE OF EDUCATION
As more educational software are being made, computers will have a much bigger
impact on education. Teachers and instructors can use computer to help guide
their instructions. Students will be able to learn quicker and have a longer
attention span with the use of good education software packages.
REACTION OF ARTICLE
I think Pea makes a good point. When computers are used properly in education,
student can enhance their cognition as well as reorganizing our mental functioning.
I think sometimes teachers are intimidated about learning new software because
it may be obsolete very soon and they will have to learn a new software again.
With thousands of software being made yearly, it can be difficult to keep
up.
QUESTION(S) / TOPIC(S) FOR DISCUSSIONS
1. How do you know when software is good enough to be used in an educational
institution?
