UWI OPEN CAMPUS

Course Code: EDTK2030

Course Name: EDTK2030 Information and
Communication Technology in Education

Course Coordinator: Rehana Seepersad

Online Research Assignment
Due Date: Saturday 31st October, 2015

Student Name: Shander Langellier

Student ID: 313104157

Discuss the relevance of situated cognition theory for ICT-mediated instruction

Situation Cognition is a theory which deals with the nature of learning. This theory suggests that
all information acquired in a situated learning activity destined to a social, cultural and physical
contexts and that knowing and doing are inseparable. Greeno (1989) debates that thinking is
situated in a social and physical context therefore cognition must be considered as a relation in a
situation, rather than an activity in the minds of us humans. Henceforth, Hennessy (1993) asserts
that situated cognition acknowledges the significant role played by the physical and social
characteristics of the learning environments. Lave & Wenger (1991) adds on stating that,
knowledge and skills occur in a context which reflects how the information was acquired and
applied in everyday situations. The nature of this type of theory promote the use of real and
authentic learning in the classroom. Students work collaboratively one with another and with
their teacher in different types of learning groups or in a whole group setting. Child
developmental theorists such as Lev Vygotsky (1978) highlights the important role of cognitive
development in a social environment. Vygotsky states that, every function in a childs cultural
development surfaces twice but first on a social stance and then individually. The first level
includes interactions with people and then inside the head of the child. The situated cognitive
theory comprises of important implications for the learning environment and the development of
classroom instruction such as the use of information communication technology.
Information communication Technology tools can impact situation cognition both in and out of
the classroom because of its flexibility. No longer do we use books as our main source of
information but rather the internet is used because of its many features and characteristics which
makes it easier for both adults and children. Communication tools of ICT help in discovering and
construction knowledge that can be shared with a community of people within a very short space

of time. It also allows situational learning to occur in various cultures and social practices can
provide a more progressive and extensive perspective on what is learned. For example, at
university level we use ICT to learning of concepts and sometimes we are required to work in
groups with our peers. ICT communication tools make it possible for us to share and express our
opinions on what we have learned in our various cultural settings. It also fosters the development
of higher order thinking in students when commenting or giving constructive criticism to peers.
Mills (2002) noted that social networking tools support learning based on situated cognition in
developing higher order thinking skills (cited in EDTK2030, Unit 2, pg. 59).
In a classroom setting ICT can impact situated learning in that young children construct
knowledge and prepare simple power point presentations. These power point presentations can
be shared with the whole class. Children can then discuss the information (encouraging thinking
and participation) and the teacher can use this as an assessment thus moving away from the
typical paper and pencil testing. ICT communication tools can influence situated cognition in the
classroom through use of technologies such as the video camera and microphones. Children can
document their plays, games, musical or creative art work done during learning activities in
class. These videos can be shared with the class or the wider school community as a learning tool
or at parent teacher conferences to engage parents in discussion and to give them a visual view of
the childs abilities, creativity and skills.
Learning is an active and interactive process which can be developed in various ways. Situated
cognition is no different however the use of information communication technology tools can
effectively influence learning, thus making learning more meaningful and exciting for learners.

References

Altalib, H. (2002). Situated cognition: Describing the theory. Retrieved from

http://files.eric.ed.gov/fulltext/ED475183.pdf

Bose, S. (2011). ICT, Instructions and Reforms: Case Study of Four Educational Institutions.
Malaysian Journal of Educational Technology, 11(1), pp. 45-54. http://www.mjetmeta.com/resources/V11N1%2520-%25206%2520-%2520MJET%2520-%2520Sutapa
%2520-%2520ICT%2520Instructions

EDTK 2030 (Unit 2) - 2015.Learning theories that guide ICT-Mediated learning. UWI Open
Campus

Joao A. Mattar 2010. Constructivism and Connectivism in Education Technology: Active,

Situated, Authentic, Experiential, and Anchored Learning.
http://www.joaomattar.com/Constructivism%2520and%2520Connectivism%2520in
%2520Education%2520Technology.pdf

Use of Information and Communications Technologies (ICTs) in teacher education in SubSaharan Africa: case studies of selected African universities 2007. Retrieved from:
http://kups.ub.uni-koeln.de/2140/1/magambo2710790.pdf

Wu, ChienHsing; Liu, Chia-Fang 2015. Acceptance of ICT-mediated teaching/learning systems

for elementary school teachers: Moderating effect of cognitive styles Education and
Information Technologies, 2015, Vol.20 (2), pp.381-401
http://sfxhosted.exlibrisgroup.com/uwi-open