Distributed cognition: A framework for understanding the role of computers in classroom teaching and learning

Abstract

The amplification or augmentation effects of learning with computers can then be most constructive and valuable, if they are situated and interpreted within a conceptual framework that can actually capture the intricacies of technology-enhanced classrooms as complex distributed cognitive systems including humans, tools, and artifacts, along with their interactions. Obviously, it is essential to examine in future studies how the theoretical basis of distributed cognition can be further developed in order to explain how young learners learn in complex environments, how computer programs are designed for adaptive and personalized learning, what cognitive processes are distributed in complex cognitive systems, and in general how learning evolves and emerges in technology-enhanced classrooms.