The University of the West Indies

Open Campus

Research Assignment (Option 1)

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

Bachelor in Early Childhood Development and Family Studies

Information and Communication Technology in Education

EDTK 2030

Date: November 27, 2016

Verdessa Browne: 312101807

E-Tutor: Mrs Debra-Dreanna Marshall-Stuart

Discuss the relevance of situated cognition theory for ICT-mediated instruction. Discuss
means you introduce the topic, and then present your findings from the existing research.
You should NOT post bullets or numerated points here.
(900-1200 words)

ICT can be defined as information communication technologies which include a range of

technologies and other resources that are used to creative, communicate, store, disseminate and
manage information (Tinio, 2003). ICT tools in schools in the 21st century have improved the
education system in schools. This has made learning tools such as computers, laptops,
PowerPoint presentations, tablets, television, telephones has all made learning and
communication easily accessible for students and teachers. Situated cognition recognizes the
importance of social and physical aspects of the environment. This theory helps students to
collaborate with one another as well as their teachers in cultivating a culture of learners among
practitioners. Learning is a process of enculturation brought by individual participation in
socially organized practices thought which specialized local knowledge, rituals, practices and
vocabulary are developed in the learner (Hennessy, 1993).
Learning with ICT is an integrated process whereby students become interactive, cooperative
with teachers and experts and technology itself. It brings about different cultures, communities,
it improves students global awareness and build childrens communication skills. Educators in
the school system can put this theory into practice as they can expose children to a wide variety
of ICT tools as meaningful interaction and engagement among peers and even the wider world,
giving students the opportunity to create their own knowledge and to have authentic experiences

of abstract concepts. It can influence many subject areas and it takes away boredom and tedium
of rote learning as it replaces it with genuine learning experiences. According to Embi and
Yunus( 2012) students active engagement in their own learning allows for the processing and
retaining of information and the practice of higher order thinking and when teachers promote
active engagement with relevant activities, students become interested and learning is fun (Pg.
139-149). With the emergence of ICT learning the early childhood curriculum has brought
about multiple modes of representation that combines texts, images, colour, animation and sound
to foster childrens learning and attention to help them uphold their motivation with the task.
ICT medication has become part of life. It is of great importance that educators operating in an
ICT environment are able to facilitate access to information, scaffolding and support, provide
feedback, and reflect and guidance, communicate across the borders using ICT tools to facilitate
learning. Bransford, Brown & Coking (2000) stated that ICT teaching and learning does not
automatically improve learning, consequently there is a need for comprehensive investigation to
establish the facts that the learning environment impacts on teaching and learning (EDTK 2030,
Unit 5 p. 156.). Within a community of members learning takes place from the interactions with
each other as information is shared and unique practices. Situated cognition theory for ICTmediated instruction requires a channel of communication for sharing knowledge and insights
allowing members of the community to critique and present their views on issues. Information
Communication Technology tools will provide platforms where collaborative tasks, expression
of opinions and problem solving skills can be supported. It has been noted by Mills (2011), that
social networking tools can effectively support learning based on situated cognition, particularly
in the development of higher order thinking and an explanation that allows individual to maintain
and develop social ties in a multi-faceted and multi-sensory environment.

A collaborative ICT tool known as the WIKI is used by multiple authors to jointly edit, add or
modify the information on pages of any written document in order to produce a collaborative
document. A wiki at the university level allows students to become co-creators of class content as
exclusive learning takes place. The tutor can also instruct students on how to use wiki which they
will practice in the classroom. As it pertains to situated cognition knowing how something is
done is inseparable from doing it.
Wikis can also be used in creative writing. It benefits children as they collaborate with each other
in developing and writing. Writing can be edited, revisited or rewritten, restructured, make
vocabulary change and input images. When this type of collaboration is done it making learning
effective in this dynamic world we live in. It gives students the power for intense learning and
accountability.
Another collaborative ICT tool which is commonly used at the university level is Google apps.
This tool brings about authentic learning such as shared notes, virtual art gallery, interactive
whiteboard and sharing learning (Miller 2011). This medium can be used by students throughout
the globe as student connect and share information with other students in their classroom. These
collaborative and interactive ICT tools all provide opportunities for students to experience
situated cognition in the social perspective where they learn through continuous relationships
with others.
In conclusion, situated cognition theory for ICT-mediated instruction represents learning that
transpires in a specific setting and culture connected to the existing action. There is a
distinctions with most learning environment activities, as the information obtainable is frequently
irrelevant. Situated cognitive learning offers a student-centred method, it is not limited to the

physical learning planetary but also integrates the practical. It inspires communication and
stimulates learning across an extensive range of media. It give rise to the development of
students thinking pattern as well as boosts corporate learning. It also involves students
participation in real events as one of the significant component is student learning through
collaboration with each other. Situated cognitive learning is more fundamentally absorbed as it
is founded chiefly on the persons interest.

Reference
EDTk2030 Information and Communication Technology in Early Childhood (2016). Unit 5Developing Higher Order Skills with ICT Mediated Instruction. [Essential Reading]. UWI Open
Campus.
Embi, M. A., & Yunus, M. M. (2012). Incorporating ICT tools in an active Engagement strategybased classroom to promote learning awareness and self-monitoring. International Education
Studies, 5(4), 139-149. Retrieved from http://search.proquest.com/docview/1034108219?
accountid=42537
Hennessy, S. (1993). Situated cognition and cognitive apprenticeship: Implications for classroom
learning. Studies in Science Education, 22, 1-41.
Mills, N. (2011). Situated learning through social networking communities: The development of
joint enterprise, mutual engagement, and a shared repertoire. CALICO Journal, 2, 345- 368.

Tino, V.L. (2003). ICT in education. UNDP Asia-Pacific Development Information Programme
(APDIP). Retrieved from http://www.saigontre.com/PDFiles/ ICT_in_Education.