Cognitive Processes, ICT, and Education: A Critical Analysis

Lorenzo, Manuel Ferraz; Trujillo, Christian Machado

doi:10.1080/07380569.2018.1491772

Cited by 7 publications

(8 citation statements)

References 26 publications

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“…Individual real situations can be identified by the teacher and used as visual models for teaching students situational and analytical skills. (Lorenzo & Trujillo, 2018) At the same time, the methodology of the introduced workshop on the speech training of future practical psychologists in the process of training at a higher educational institution was based on the understanding of the speech process model as a multi-level hierarchical system, which is embodied in three levels: the level of relatively elementary internal operations, armbands related using lexical elements in speech; level of operation with logical-grammatical, syntactic conceptual structures, verbal cliches; level of communication processes that provide communication. The last level contains a personal, pragmatic, situational -the most difficult in its organization.…”

Section: Speech Training Of Future Practical Psychologists As An Important Part Of the Mechanisms Of Pedagogical Training Of Cognitive Psmentioning

confidence: 99%

Cognitive Technologies in Pedagogical and Natural Science Training for Future Psychologists in Post-Pandemic Education

Bilyk

Matvienko

Зінько

et al. 2021

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In conditions of post-pandemic reality, the creation of optimal psychological and pedagogical conditions for the formation of future specialists, raising the level of their professional training, socialization and adaptation to work in the work collective requires appropriate psychological support, the development of cognitive and psychological support technologies for the constructive implementation of practical social psychological assistance in the pedagogical process, as well as the use of modern cognitive-psychological approaches by teachers, the development of psychological recommendations on the style of pedagogical impact and the like.The article highlights the important socio-psychological conditions for preparing a future teacher for socio-pedagogical activity in the context of post-pandemic realities. The necessity of using cognitive psychology technologies in the process of forming professionally speaking competencies of future psychologists and their speech culture in the process of professional speech training is substantiated. The technologies and conditions for the organization of the pedagogical process for the preparation of future practical psychologists who have undergone changes as a result of recent events related to the implementation of the educational process in a remote mode are described. The structure of the seminar on the basics of speech competence of a psychologist is presented as a result of using a dialogical approach in the system of professional training at a university.In our opinion, the materials in this article will be of interest to educators, practical psychologists, and social educators of the vocational education system, since they will help not only better understand the psychological characteristics of the professional and personal development of future specialists, but also constructively solve the urgent problems of their professional training.

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Section: Speech Training Of Future Practical Psychologists As An Important Part Of the Mechanisms Of Pedagogical Training Of Cognitive Psmentioning

confidence: 99%

Cognitive Technologies in Pedagogical and Natural Science Training for Future Psychologists in Post-Pandemic Education

Bilyk

Matvienko

Зінько

et al. 2021

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“…Although it is similar to the possible characteristics of spiritual beings (e.g. speed, boundless, free creativity), humans can reach this realm by using an external tool they cannot control or comprehend, and which is rather problematic (Lorenzo & Trujillo, 2018); 4) a source of danger is that the feedback and assessment is impersonal, free from several dimensions of humanity, so the younger the child the less helpful it is (Klimov, 2012, p. 197).…”

Section: Educational-pedagogical Perspectivementioning

confidence: 99%

“…Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, & Rayburn, 2018;Livingstone, 2012;Lorenzo & Trujillo, 2018). State education has continually tried to integrate modern technology with education, but there are also examples of institutional restrictions on its use and even a total ban can also be found.…”

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confidence: 99%

The Relationship between Waldorf Pedagogy and Information and Communication Technologies in Hungary

Turós

2022

Acta Educationis Generalis

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Introduction: The number of two-to three-year-old children using mobile phones was 10% in 2013 compared to 40% in 2017 (Konok, Bunford, & Miklósi, 2020). Several theoretical and empirical studies deal with the didactics of using modern technology in the classroom. Most studies highlight the neutral (Zsolnai, 2017) or positive impact of using ICT in the classroom. Only a few address the negative effects of digitally enhanced learning (Dávila, Casabayó, & Rayburn, 2018; Livingstone, 2012; Lorenzo & Trujillo, 2018). State education has continually tried to integrate modern technology with education, but there are also examples of institutional restrictions on its use and even a total ban can also be found. Purpose: This study provides an overview of the pedagogical and epistemological reasons why Waldorf pedagogy and Waldorf Steiner schools take a critical approach to the use of information and communication technologies (ICT) and to “screens” in general, together with mapping out the current state of Waldorf schools in Hungary. Methods: In the present study, we applied source analysis as a traditional research method in the philosophy of education. Conclusions: The findings show that the institutional use of information and communication technologies entirely contradicts the basis, tasks and spirit of Waldorf pedagogy. If we look at the epistemology and anthroposophical anthropology of Waldorf pedagogy, we can see that the autonomy of a Waldorf teacher is not limitless, and so a continuous practical and theoretical responsibility of the Waldorf movement and Waldorf teachers is to establish and uphold coherence between the practices of every Waldorf institution and Waldorf pedagogy.

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“…It is particularly important to be able to elucidate how problems regarding mobile phone use can be regulated in educational contexts. One reason for this is that students may have nomophobia, which is the fear of being out of contact with a mobile phone (Dixit et al 2010;Lorenzo and Trujillo 2018;Yildirim et al 2016). Rules refer to norms that may limit the participants' actions (Engeström 1990;Engeström and Sannino 2010).…”

Section: Teachers' Possibility Knowledge Of Problematic Mobile Phone Usementioning

confidence: 99%

Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

Lindell

2020

Educ Inf Technol

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It has been emphasized that students and teachers have dissimilar ideas about how mobile phone use could be utilized and limited. Moreover, these differences have been identified as a crucial problem that has caused conflicts in education. In order to resolve the problem, research has stressed that it is very important to increase teachers' knowledge about how mobile phones can be used in students' work. However, the topic of how teachers could increase their understanding related to students' ideas has remained largely unexamined. Thus, this pilot study explores the following research questions using cultural-historical activity theory and qualitative methods: How is teachers' possibility knowledge influenced when they are exposed to students' ideas about how mobile phones could be both supportive and problematic in school activities? What are the similarities and differences between the students' ideas that have, and have not, influenced the teachers' possibility knowledge of mobile phone use? The results show how the teachers' possibility knowledge increases concerning the features that could be both supportive and problematic and must be limited by rules and a division of labor. Moreover, it transpires that the teachers' possibility knowledge is not always affected. It appears that the teachers' understanding is influenced if they can relate the students' ideas to the teachers' division of labor. These results could be used by schools to resolve problems caused by the different ideas of students and teachers regarding mobile phone use. The results could also be used when implementing mobile phones in educational research.

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Cognitive Processes, ICT, and Education: A Critical Analysis

Cited by 7 publications

References 26 publications

Cognitive Technologies in Pedagogical and Natural Science Training for Future Psychologists in Post-Pandemic Education

Cognitive Technologies in Pedagogical and Natural Science Training for Future Psychologists in Post-Pandemic Education

The Relationship between Waldorf Pedagogy and Information and Communication Technologies in Hungary

Exploring teachers’ increased knowledge of the potential of mobile phone use: pilot study reducing the difference between students’ and teachers’ ideas

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