24BP.

JRTE: Journal of Research on Technology in Education

Volume 40 Number 3 Spring 2008
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Section 3

Title: Benefits and Constraints of Distributed Cognition in Foreign Language Learning:

Creating a Web-based Tourist Guide for London

Source: . Journal of Research on Technology in Education, Volume 40 Number 3 Spring

2008, p. 281-307.

Authors:
Susanne Narciss
Hermann Koerndle

Dresden University of Technology, Germany

Keywords
Germany
Distributed cognition
Foreign language learning
Benefits of technology
Constraints of technology
Knowledge construction

‫תמצית‬

The purposes of this paper are (a) to describe how the open-ended knowledge construction
and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format
Editor) can serve socialconstructive language learning from a distributed cognition point of
view, (b) to report how TEE and EF-editor have been used in a foreign language classroom
with 25 seventh grade students for creating a Web-based tourist guide to London, and (c) to
present the results of an evaluative study investigating the benefits and constraints the
teacher and students experienced through this learning scenario.

‫מאמר‬

Source: . Journal of Research on Technology in Education, Volume 40 Number 3 Spring

2008, p. 281-307.

This paper uses the framework of distributed cognition to discuss benefits and constraints of
technology adoption and use in social-constructive language learning scenarios.

The purposes of this paper are (a) to describe how the open-ended knowledge construction
and communication tools TEE (The Electronic Exercise) and EF-editor (Exercise Format
Editor) can serve socialconstructive language learning from a distributed cognition point of
view, (b) to report how TEE and EF-editor have been used in a foreign language classroom
with 25 seventh grade students for creating a Web-based tourist guide to London, and (c) to
present the results of an evaluative study investigating the benefits and constraints the
teacher and students experienced through this learning scenario.

Finally, these results are discussed with regard to the heuristic value of distributed cognition
for technology-enhanced social-constructive learning-scenarios.
Section 2

Title: Distributed Cognition in a Sixth-Grade Classroom: An Attempt to

Overcome Alternative Conceptions about Light and Color
Source: . Journal of Research on Technology in Education, Volume 40 Number 3 Spring
2008, p. 309-36.

Authors:
Nicos Valanides nichri@ucy.ac.cy
Charoula Angeli seiicase@ucy.ac.cy

University of Cyprus

Keywords
Cyprus
Distributed cognition
Sixth-grade classroom
Light
Color
Understanding

‫תמצית‬

In this study, we discuss the scaffolded design of ODRES (Observe, Discuss, and Reason
with Evidence in Science), a computer tool that was designed to be used with elementary
school children in science, and report on the effects of learning with ODRES on students’
conceptual understandings about light, color, and vision.

‫מאמר‬

Source: . Journal of Research on Technology in Education, Volume 40 Number 3 Spring

2008, p. 309-36.

In this study, we discuss the scaffolded design of ODRES (Observe, Discuss, and Reason
with Evidence in Science), a computer tool that was designed to be used with elementary
school children in science, and report on the effects of learning with ODRES on students’
conceptual understandings about light, color, and vision.

Succinctly, dyads of sixth-grade students were engaged in distributed collaborative inquiry

regarding the scientific concepts of light, vision, and color in order to solve a mystery problem
about a stolen diamond. ODRES was employed to scaffold students’ collaborative inquiry with
different tools, such as the simulator that simulates the effects of the color of a light source on
an object, the magnifying glass that enables students to make careful observations, and the
notebook that organizes the results of students’ investigations. Students performed two cycles
of collaborative inquiry, and each cycle was followed by a classroom discussion where
students could present their solutions, share information, reflect, raise questions, and get
feedback about their proposed solutions.

The results showed that learning with ODRES positively affected students’ understandings
and promoted a lasting effect on their conceptions. Moreover, the results provide useful
guidance about how ODRES can be used as a learning tool in collaborative inquiry, and
explain the role of discussion and investigation of inquiry processes at the level of a
distributed cognitive system. Implications for designing distributed educational systems for
children are finally discussed.
Section 3

Title: Collaborative Virtual Environments as Means to Increase the Level

of Intersubjectivity in a Distributed Cognition System

Source: . Journal of Research on Technology in Education, Volume 40 Number 3 Spring

2008, p. 339-57.

Authors:
M. Beatrice Ligorio bealigorio@hotmail.com
University of Bari, Italy

Donatella Cesareni D.Cesareni@agora.stm.it

University of Rome, Italy

Neil Schwartz
California State University, Chico, USA

Keywords:
Collaborative virtual environments
Virtual environments
Intersubjectivity
Distributed cognition system
Space of interaction
Italy

‫תמצית‬

Virtual environments are able to extend the space of interaction beyond the classroom. In
order to analyze how distributed cognition functions in such an extended space, we suggest
focusing on the architecture of intersubjectivity. The Euroland project—a virtual land created
and populated by seven classrooms supported by a team of researchers—was analyzed with
the aim of tracking down the process and the structure of intersubjectivity.

‫מאמר‬

Source: . Journal of Research on Technology in Education, Volume 40 Number 3 Spring

2008, p. 339-57.

Virtual environments are able to extend the space of interaction beyond the classroom. In
order to analyze how distributed cognition functions in such an extended space, we suggest
focusing on the architecture of intersubjectivity.

The Euroland project—a virtual land created and populated by seven classrooms supported
by a team of researchers—was analyzed with the aim of tracking down the process and the
structure of intersubjectivity. Participants were located in different cities in two countries—Italy
and the Netherlands. At the end of the project, the initial empty virtual world was filled with
virtual artifacts borne from the intersubjective process.

A group of ten 13-year-old students was observed throughout the project. Seven videotapes
were collected in the classroom. By analyzing the videotapes, a set of episodes revealing
intersubjectivity was captured and discussed. Intersubjectivity first concerned only participants
and tools located in the classroom.

Later, partners at a distance and the various communication tools available entered the
architecture of intersubjectivity. Finally, intersubjectivity revealed not only information, but the
reciprocal perception of the roles and awareness of a joint project. From the episode analysis,
recommendations for teachers’ use of virtual technology were drawn.
Section 10

Title: How Pictorial Knowledge Representations Mediate Collaborative

Knowledge Construction In Groups

Source: . Journal of Research on Technology in Education, Volume 40 Number 3 Spring

2008, p. 359-87.

Authors:
Piia Näykki piia.naykki@oulu.fi
Sanna Järvelä sanna.jarvela@oulu.fi
University of Oulu, Finland

Keywords
Finland
Pictorial knowledge reepresentations
Collaborative knowledge construction
Groups
Shared ideas
Cognitive systems

‫תמצית‬

This study investigates the process of collaborative knowledge construction when technology
and pictorial knowledge representations are used for visualizing individual and groups’ shared
ideas. The focus of the study is on how teacher-students contribute to the group’s
collaborative knowledge construction and use each other’s ideas and tools as an affordance
for their jointly evolving cognitive systems.

‫מאמר‬

Source: . Journal of Research on Technology in Education, Volume 40 Number 3 Spring

2008, p. 359-87.

This study investigates the process of collaborative knowledge construction when technology
and pictorial knowledge representations are used for visualizing individual and groups’ shared
ideas. The focus of the study is on how teacher-students contribute to the group’s
collaborative knowledge construction and use each other’s ideas and tools as an affordance
for their jointly evolving cognitive systems.

The context of the study is a teacher-student (N=13) educational technology course. The data
involved students’ videotaped face-to-face group activities (mindmapping with paper and pen
and mind-mapping with a Mobile Mind Map Tool and pictorial knowledge representations) as
well as stimulated recall interviews. The data-driven qualitative content analysis revealed that
students were engaged in knowledge level and transactivity level activities and they
processed their own ideas as well as others’ ideas in their group interactions.
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