Amy Herring
EDTECH 504
July 9, 2013
Cognitive Learning Theories in Conjunction with Educational Technology:
An Annotated Bibliography
Introduction
The cognitive learning theory is centered on the human thought process. This theory capitulates
that learning takes place when new knowledge is obtained or prior knowledge is adapted. The
environment, social interactions, feedback, and various other factors are used to help enforce the
learning process. When it comes to educational technology and the use of technology in the
process of learning, the cognitive learning theory plays a vital role. Incorporating technology into
the learning process not only has the potential to create unique learning environments, but
effective learning environments that promote learning as described in cognitive learning theories.
Resources
Anderson, P. H., & Lawton, L. (2009). Business Simulations and Cognitive Learning:
Developments, Desires, and Future Directions. Simulation & Gaming , 40 (2), 193-216.
In this article, Anderon and Lawton review the potential educational benefits of using
simulations in instruction. The article highlights the research of various reputable sources
in the psychology and education fields, and explains the correlation between simulations
and Bloom’s Taxonomy. The information in this article will help support my beliefs that
technology use (such as business simulations) help accomplish cognitive learning results.
Baylor, A. L. (2000). Cognitive Strategies for Training with Technology. 44 (5), 13-15.
After skimming through this article, one bolded statement really stood out to me that the
author wrote: “…consider the opportunity to use rather than learn information.” This one
statement is what ultimately led me to read the whole article and use it for my research.
Through multiple examples and explanations, this article helps establish, as the title
indicates, the connection linking cognitive learning strategies with technology.
Blanton, B. B. (1998). The application of the cognitive learning theory to instructional design.
International Journal of Instructional Media, 25(2), 171-171.
The first sentence of the abstract of this paper can sum up my desire in my studies as a
whole—the ability to design effective and efficient instruction for learners. While this
article does not specifically talk about the connection between congitivism and
educational technology, it does encompass useful information regarding the instructional
design process, which, to me, every instructor of any kind of course—classroom, online,
hybrid, etc.—should consider.
Efland, A. D. (1995). The spiral and the lattice: Changes in cognitive learning theory with
implications for art education. Studies in Art Education, 36 (3), 134-153.
This article takes a fairly deep look into cognition and the differences between early ideas
of cognitive learning theories and more modern ideas of it. It puts under the magnifying
glass the acquisition of knowledge. Efland uses two mathematical metaphors to describe
learning – the spiral and the lattice. A spiral course, he says, is one in which the learner
builds upon prior knowledge. In other words, the new knowledge that a learner acquires
is added to the foundation of knowledge that already existed for her or him. The lattice
structure, however, depicts a weaving web of different paths a learner can take to gain
knowledge. This article provides good examples and ideas that can be used to further
research the cognitive process.
Ertmer, P.A., & Newby, T.J. (1993). Behaviorism, cognitivism, constructivism: Comparing
critical features from an instructional design perspective. Performance Improvement
Quarterly, 6(4), 50-72.
Though this is not a recently-written article, it effectively clarifies the distinctions
between behaviorism, cognitivism, and constructivism. My research being about a
cognitivist approach, this article will help me explain the fundamental aspects of
cognitivism so that I can relate the cognitive learning theory accurately to learning with
technology.
Friesen, N., & Feenberg, A. (2007). Ed Tech in Reverse: Information technologies and the
cognitive revolution. Educational Philisophy and Theory , 39 (7), 720-736.
This article presents information on the foundation of cognitive science and discusses the
past shortcomings of cognitive science and psychology. Not only will this article give
supporting evidence for my paper that cognitive sciences have a positive influence on
educational technology, but it also gives in-depth detail on the linkage between cognitive
sciences and artificial intelligence. This could prove useful in my paper in regards to the
use of technology in the classroom.
Jaffer, S. (2010). Educational technology pedagogy: A looseness of fit between learning theories
and pedagogy. Education As Change, 14(2), 273-287.
In this article, Shaheeda Jaffer, a lecturer at the University of Cape Town, discusses both
learning theories as well as educational technology pedagogy. She sheds detailed light on
why specific learning theories are so important to educational technology. This article
will help support the legitimacy of my main argument that cognitive learning theories are
essential to the use of educational technology.
Sethy, S. S. (2012). Cognitive Skills: A Modest Way of Learning through Technology. Turkish
Online Journal of Distance Education , 13 (3), 260-274.
Dr. Sethy describes in this article that the use of advanced technology prospectively helps
learners develop many skills, including—and especially—cognitive skills. He refers to
the term cognitive skills as any mental skills used in knowledge acquisition. I intend to
use this article to help reinforce the idea that technology and cognition go hand in hand in
the process of effective learning.