Editor's Note
When classifying cognitive tools, Roy Pea (1985) described two ways in which people use technologies. As amplifiers, a technology tool can speed up processes and increase productivity, automate and simplify procedures, and provide conveniences such as facilitating communication and providing access to information—essentially extending our capabilities. On the other hand, technology tools can fundamentally transform the ways in which we learn. As reorganizers, these tools shape the ways we think about a concept or attack a problem – they restructure mental functioning. Educators are exploring ways to use Information and Communication Technologies (ICT) to not only amplify student learning but to reorganize instruction activities to facilitate richer conceptions.
This issue of Meridian provides four illustrations of using ICT as a reorganizer. The two featured articles share research on innovative uses of digital gaming and GIS software for student learning. Spires, Lee, & Lester report findings from a study of middle school students’ usage of ICT and how digital games can help develop the essential 21st Century skills of complex communication and problem solving. Hagevik describes research on the development and implementation of a curriculum unit built with the Problem-Study framework and utilizes a GIS technology, CITYgreen, to integrate geospatial data, software, and outdoor experiences. For practitioners, Bennett, Biffignani, Steinkamp, & Rhoades provide examples and possibilities for implementing the Refreshed National Educational Technology Standards for Students (NETS-S) in relation to civic ideals and practices in a digital world. Finally, Toy reflects on Maine’s one-to-one laptop program for school leaders in an Open Forum format, encouraging others to share their experiences and insights into its benefits and challenges.
Our work with Meridian itself can be seen in much the same light. The online format of the journal amplifies the abilities of researchers and practitioners to connect and communicate about their work. But the potential to reorganize this exchange through the online medium is exciting. For instance, we are delivering this editor’s note via streaming video. Spires, Lee, & Lester bring us the voices of the participants in their study through an original video describing middle school students’ increased use of technology. Toy’s commentary on lessons learned from a one-to-one laptop initiative is presented as a Living Article (http://www.ncsu.edu/meridian/win2008/livingarticle.html), which encourages readers to contribute and discuss the topic in an Open Forum format, connecting the author with the reader, and practitioners with researchers.
In our call for manuscripts for the summer 2008 issue of Meridian, we challenge contributors to thoughtfully and creatively consider the affordances of the online format of the journal and to capitalize on them. Rather than a conventional abstract, why not create a video describing your work, why you are excited about it, and how you envision others using it. Perhaps you are passionate about a controversial innovation that would spark discourse – then consider submitting a Living Article. Or, do you have another way to engage our community in meaningful discourse using the reorganizing capabilities of the ICT? The journal applauds the courage of educators using computing technologies in innovative ways – let’s all work together in using those same innovations in sharing our work with the community.
Pea, R. (1985). Beyond amplification: Using the computer to reorganize mental functioning. Educational Psychologist, 20(4), 167-182.
Holt Wilson
Editor, Meridian : A Middle School Computer Technologies Journal
