How Does Information Technology Shape Thinking?

Autor/inn/en	Barzilai, Sarit; Zohar, Anat
Titel	How Does Information Technology Shape Thinking?
Quelle	In: Thinking Skills and Creativity, 1 (2006) 2, S.130-145 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1871
DOI	10.1016/j.tsc.2006.08.001
Schlagwörter	Information Technology; Cognitive Processes; Educational Researchers; Information Processing; Interviews; Thinking Skills; Research Methodology + Suchen Sie Ihr Suchwort? Informationstechnologie; Cognitive process; Kognitiver Prozess; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Informationsverarbeitung; Interviewing; Interviewtechnik; Denkfähigkeit; Research method; Forschungsmethode
Abstract	This study revisits a classic yet still intriguing question regarding information technology (IT): what difference does IT "really" make, in terms of people's thinking? In order to explore this question, the effects of IT in authentic research settings were studied through retrospective interviews with 24 academic researchers. Analysis of the researchers' descriptions of their learning and thinking processes shows that the effects of IT on higher order thinking strategies can be classified, following Perkins [Perkins, D. N. (1985). "The fingertip effect: How information processing technology changes thinking." "Educational Researcher", 14(7), 11-17], into first order effects and second order effects. First order effects of IT amplify or improve existing thinking strategies, without changing their nature, while second order effects of IT cause significant changes in the researchers' thinking strategies. The results demonstrate that both types of effects take place in authentic research settings, often existing side by side. This article explores several examples of the ways in which IT affects higher order thinking strategies (such as forming research questions, constructing models and evaluating information), examines the types of effects created by IT, the conditions required for these effects to take place, and the role of distributed cognition. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10