Cognitivism In Practice with Technology

The cognitive learning theory states that learning is the ability to store facts, processes and episodes in long term memory and to be able to retrieve them through a complex network based on connections to other ideas. Michael Orey describes a three stage processing model for information processing: Sensory Input, Short Term Memory and Elaboration or Rehearsal for Long Term Memory (Orey, 2009).

Teachers should utilize technology as an instructional strategy to complement all stages of the learning process. Four of the eight multiple intelligences described by Howard Gardner (Orey, 2001) identify a sense as a way human beings process information: verbal/linguistic, visual/spatial, bodily/kinesthetic and musically. The cognitive theory works best when two of the senses are used together a process called the dual-coding hypothesis. This way, the brain will code the information through two pathways in the brain. The use of informational images with a fact in a Powerpoint presentation can create an associative connection. For example showing a skier on a steep mountain will help students understand the concept of slope on the Cartesian graph. Computer simulations are also a powerful tool to visually see how changes is the numerical value of the slope could change a steep black diamond run to a flat cross country ski experience.

A learner can only process 5 to 9 pieces of information at a time in short term memory. To organize these facts or processes, the data needs to be arranged to make connections between them. A word processor, such as Microsoft Word can be used in note taking by using bulleted lists, tables or the AutoSummarize feature. If a student needs to revise their work, there is also the Tool – Track Changes feature. The use of two column notes or templates will also tie in the dual-processing hypothesis. New research by Novak’s research program at Cornell has discovered that a concept map imitates the storage process of our own human brain (Novak & Cañas, 2008). Teachers can use concept maps to plan their units or students can construct their own at places such as My Webspiration or Spinscape. There are also many types of advanced and/or graphic organizers which serve to enhance a “students' ability to retrieve, use, and organize information about a topic.” (Hansen, 2009). Templates are available on the internet.

Technology is also a valuable tool in the elaboration process of transferring information to long term memory. The learner can create episodes through Virtual Field trips, podcasts, teleconferences or experiential learning activities such as internships, co-ops, service learning or role playing scenarios. (Orey, 2001).

For teachers to effectively incorporate technology in their instruction, they should plan activities so students are learning WITH multimedia, not from it!


Hansen, Kevin. (2009). Technology that Works. Retrieved November 15,2009 from
http://technologythatworks.wikispaces.com/Cues%2C+Questions+%26+Advance+Organizers

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved November 15, 2009 from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

Orey, Michael. (2009, March). Cognitive Learning Theories. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.

Orey, M.(Ed.). (2001). Experientaial Learning. Retrieved November 15, 2009, from http://projects.coe.uga.edu/epltt/
Orey, M.(Ed.). (2001). Multiple Intelligences and Learning Styles. Retrieved November 11, 2009, from http://projects.coe.uga.edu/epltt/