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Synthesis Paper
Cognitive Constructivism and Technology
EDTECH 504:
Theoretical Foundations of Educational Technology
Jennifer Freed
Tonya Grant
Peer Editor: Catherine Holthaus













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Synthesis Paper


Abstract

Children learn based upon the experiences that they have had. Experiences with technology provide students with the
opportunities to be successful in the future. This cognitive development can be similar to Piagets stages of. It can also be connected
with Blooms Taxonomy. When technology, Piagets stages of cognitive development, and Blooms Taxonomy are combined to
understand and develop children cognitively and technologically, it then gives them the foundation needed for a successful future.











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Synthesis Paper


Cognitive developmental theories attempt to explain cognitive activities that contribute to students' intellectual development and
their capacity to learn and solve problems. Cognitive developmental research has had a great impact on the constructivism movement
in education and educational technology (Webb, 2010). Students can learn and develop a wide variety of skills through technology.
This development is connected to Piagets stages of cognitive development and Blooms Taxonomy. As students move up in the levels
of Blooms taxonomy they learn to use technology more effectively and more efficiently. This development is also dependent upon
constructivist ideas. The more exposure and practice a child has using technology the more they will be able to progress through
Piagets cognitive development levels and the levels of blooms taxonomy.
Piagets first stage of development is the sensorimotor stage. In this stage people experience the world through senses and
actions. Technology is able to appeal to these senses and provoke different actions from children. Lights, sounds and motion have been
used to entertain, intrigue, and sooth children for decades. Object permanence and stranger anxiety are also developed during this stage.
During the sensorimotor stage, from birth to about two years, the child uses his or her senses and emerging motor skills to explore the
environment. This environment can be filled with varying levels of technology. Verbal interactions, an object rich setting, and the
freedom to explore are of paramount importance at this time (Webb, 1980). Some of the objects within this setting can be different
forms of technology that help to provide different forms of stimulus for a child. These different forms of technology can also provide
discomfort to a child. If you were to think about this in the educational technology field, students would relate stranger anxiety to what
they find to be the unfamiliar. This is not limited to people but can also be connected with objects. This new technology can cause
additional anxiety because he or she can confuse one object with another, parts of the objects with whole objects, and also symbols with
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Synthesis Paper
objects (Malerstein & Ahern). This could include the computer and its different parts, different software, programs, etc. Ways to
promote this exploration and understanding can include different activities that a child can perform during exploration. In a classroom
or educational setting this could involve children looking, touching, feeling, and listening to technology. This could include computers,
tablets, SMART boards, etc. A child who is watching a video or a lesson on a SMART board would be using their senses to view and
learn. This exposure can help a childs technological development and begin to progress them through Piagets levels of cognitive
development.
The second stage of development is the preoperational stage in which children represent things with words and images. During
the preoperational stage, from about two to seven years, the child is perceptually bound; he is unable to reason logically concerning
concepts that are discrepant from visual clues (Webb, 1980). Pretend play, egocentrism, and language development are developed
during this stage. During earlier stages, children are not capable of integrating several viewpoints to solve problems. They can only deal
with problems from one angle at a time (Gillani, 2010). In a classroom or educational setting this could involve using pictures to show
children what to do on a computer, tablet, etc. For instance, if a child is going to use a specific math website, there would be a list of
images that would show the directions of how to login to the computer, which shortcuts to select, and how to login to the website. Since
children would not be able to remember or know how to simply do these tasks from memory or on their own, visuals are necessary for
students in this developmental stage. Once they login to the website the navigation or required tasks should not go very far beyond
image recognition. If the difficultly level goes much beyond visual recognition then it could cause frustration or confusion. However if
the tasks remain on a reasonable level of difficultly it can allow a child to maximize their potential for cognitive development.
When considering Blooms Taxonomy, you can relate the first two of Piagets stages of development to knowledge and
comprehension. Knowledge is the memorizing of information verbatim. Being able to remember, but not necessarily fully understand
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the material. When related to educational technology the knowledge level would involve understanding the parts and basic functions of
a computer. For instance, in order to first use a computer, children should know that the first thing that should be done is to turn the
computer on. This is important because in order to effectively use technology you must have basic knowledge first and in order to have
basic knowledge, students would need exposure to technology. In a country as wealthy as the United States, it appears that virtually
every school-aged child will soon have access to the Internet for at least part of the school day, and perhaps outside of school as well
(De Lissi, 2002). Some examples of resources that could be used for this level of Blooms Taxonomy would be Ninjawords, Visuwords,
Flickr, and Carrotsticks.
The second level would be comprehension. Comprehension is restating in your own words; paraphrasing, summarizing, and
translating. When relating this level to educational technology it would involve choosing the right resource (website/ software). For
instance, if a child wants to type a story that they have written, then they need to be able to select the correct software to complete this
task. Selecting presentation software would not be the correct software; rather word processing software would be the appropriate
software to use. Some examples of resources that could be used for this level of Blooms Taxonomy would include Footnote, Bubbl.us,
Webspiration, and Johnlocker.com. At this level of comprehension this in only performed at a basic level. Students are not yet able to
combine multiple resources to complete one task.
The second stage (preoperational stage) and the third stage of Piagets stages of development can be related to the third and
fourth level of Blooms Taxonomy. The third stage of Piagets development is the Concrete Operational stage. This stage involves
thinking logically about concrete events and grasping concrete analogies. As the child moves into the concrete operational stage, from
about seven to eleven, he or she is able to use logic to analyze relationships and structure his or her environment into meaningful
categories (Webb, 2010). Conservation and mathematical formation are developed during this stage. When a child enters the Intuitive
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Stage, he generally understands the essence of an object and does not confuse one object with another or a part object with a whole
object (Malerstein & Ahern). When related to educational technology, this would include the order of how things appear when creating
and manipulating items. In a school or educational setting this would include finding research and creating a basic presentation. The
student would need to be able to navigate to find the research and also navigate through the presentation software to create the very
basic presentation. This is the beginning of combining multiple resoures to complete one task. Student have not yet achieved mastry
with any individual product but can combine aspects and fucntions of multiple resources to achieve a more complicated product.
When considering Blooms Taxonomy, you can relate the preoperational and concrete operational stages of Piagets stages of
development to the application and analysis levels. Application is using information to solve problems; transferring abstract or
theoretical ideas to practical situations. Identifying connections and relationships and how they apply. When related to educational
technology, application would include actually using resources (resources/ sites) for a purpose. This could include using a program to
give a presentation; however it does not include mastery of the skill. In a classroom or educational setting this would be using programs
to create a presentation. Some examples of resources that could be used for this level are Evernote, Wikipedia, pipes, and
go2web2O.net.
The fourth level is analysis. Analysis is identifying components (determining arrangement, logic and semantics). When related
to educational technology, analysis would include determining if you or others used the resources correctly. In a classroom or
educational setting this could be giving students a topic and seeing if they can locate a reliable and credible website. This would also
include basic levels of research devoted towards topics that require more than a basic Google search. Some examples of resources that
could be used for this level are Google Earth, exploratree, and createagraph.
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Synthesis Paper
The third stage (concrete operational) and the fourth stage of Piagets stages of development can be related to the fifth and sixth
levels of Blooms Taxonomy. The fourth stage of Piagets development is the formal operational stage. This stage involves thinking
about hypothetical scenarios and processing abstract thoughts. Abstract logic and potential for mature moral reasoning takes place
during this stage. The Formal Operational stage of development generally begins in early adolescence and continues through adulthood.
(Gillani, 2010).When related to educational technology, this would include thinking about how something could be applied in other
areas. For instance, after learning about computer applications, it would be applying the skills in other subject areas. When faced with a
difficult math problem, a student would be able to find help online. It could also include performing research to learn something new
about technology instead of requiring the assistance of another individual to complete a task.
When considering Blooms Taxonomy, you can relate the concrete operational and formal operational stages of Piagets stages
of development to the synthesis and evaluation levels. Synthesis is combining information to form a unique product. It requires
creativity and originality. When related to educational technology, synthesis would involve using resources to create products that are
taken to the next level. In a classroom or educational setting, this would involve using a program to create a presentation that would be
able to be viewed without someone actually giving the presentation. Everything would be included in the presentation rather than a
person speaking in front of you. Some examples of resources are prezi, voicethread, wikispaces, and glogster.
Evaluation is making decisions and supporting views. It requires an understanding of values to measure effectiveness. When
related to educational technology, evaluation would include using resources to measure effectiveness. For example, if a student wants to
conduct a needs assessment for a presentation on a specific topic. The student who is creating the presentation may want to conduct a
survey to find out a more specific topic. Then this presentation will be catered to the identified needs of the audience and measuring
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Synthesis Paper
their effectiveness of how it was delivered to the audience. Some examples of resources are Rubistar, Polldaddy, RCampus, and
eportfolio.org.
While Piaget refers to his stages in years of age, for the purpose of this paper the stages can be connected to experiences with
technology. This would remain true for an average middle-class American child that receives exposure to technology at home and at
school. When this technology is used effectively it can enhance the normal development of a child and quickly prepare them for a 21
st

century work place. However, this development can be stunted for those people who do not receive this exposure to technology. This
could be children from a lower socio-economic status, less developed countries, impoverished areas, or those who are technologically
isolated. With that in mind, Piagets stages would not depend upon the age of a child but would be based on their experience with
technology. This experience is even more important when a student who has been exposed to technology is confronted with new
technology. This is an important concept because technology is constantly changing. Therefore the more experience that someone has
with technology the more it will help them with future technology. This connects to the constructivist theory because children learn
based upon their experiences. These prior experiences provide the foundation that is required for students to develop technologically
and cognitively. Cognitive and developmental psychologists, Piaget in particular, viewed learning as a dynamic process where learners
construct their own knowledge by interacting with the world. The role of teachers, they believe, is not to impose steps, procedures, and
rigid structure, but rather to be the architect for learning environments that facilitate a process in which students would be able to
construct their own knowledge (Gillani, 2010). Fundamental development requires basic understanding before complex understanding
is reached. This is one of the core ideas behind Bloom taxonomy. This developmental process is achieved through scaffolding. This is
why experience is just as important if not more important than a childs age. For instance a child who may only be seven years old who
has worked with technology for three years will know more about how to use technology effectively than a child who is thirteen years
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Synthesis Paper
old and has just been exposed to a computer. Children at different stages and different minds will deliver growth and development in
each era has its own characteristics (Shahsavari, 2012).
Every child presents its own unique set of challenges. Every child has their own unique sets of experiences that control their
cognitive and technological development. During cognitive development, childrens schemata are constantly restructured as they
encounter new patterns in their learning experiences (Gillani, 2010). Every child has a different level knowledge depending on the prior
experiences that a child has been exposed to. A child who has exposure to technology at an early age will move through Piagets stages
of development and the levels of Blooms Taxonomy quicker than a child who has not had the exposure to technology at an early age. In
this modern day and age technology is everywhere and it is used in every aspect of life. By not providing children this early foundation
involving technology it can create obstacles that can prevent them from achieving their desired level of success in the future. By
exposing children to appropriate technology at an early age, you are giving them an opportunity at be successful in the ever changing
world in which we live in.










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Synthesis Paper
References
Malerstein, A. M. (1979). Piagets Stages of Cognitive Development and Adult Character Structure. American Journal Of
Psycholotherapy, 33(1), 107.
Gillani, B. B. (2010). Inquiry-Based Training Model and the Design of E-Learning Environments. Issues In Informing Science &
Information Technology 7, 1.
De Lisi, R. (2002). From Marbles to Instant Messenger: Implications of Piagets Ideas about Peer Learning. Theory Into Practice,
41(1), 5-12
Shahsavari, M. (2012). Jean Piagets Ideas About Foundations of Education. Austrailian Journal Of Basic & Applied Sciences, 6(5),
185-188
Webb, P. (1980). Piaget: Implications for Teaching. Theory Into Practice, 19(2), 93.


Tonya,
Overall, your synthesis paper is well written and flows well. I liked how you were able to link Piagets learning stages to
technology throughout the paper. I think you may want to label the headings of the major sections such as Introduction,
Cognitive Constructivism and Technology, and Conclusion. I am only mentioning this because I have asked Dr. Freed for an
example of a completed paper and it was divided in this way. Your abstract was very well written and you did a great job of
explaining it throughout your synthesis paper. With regard to the stages of learner, I noticed some were capitalized and some
were not. I am not quite sure which way is best but you may want to standardize it throughout your paper. Thank you for
introducing me to Exploratree and Createagraph. As I mentioned earlier, I got a bit sidetracked with the sites and have found
several ways to incorporate them into my class. Below is a copy of the rubric.

Catherine



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Synthesis Paper
Assessment Rubric for Final Synthesis Papers
100 points Exceptional Satisfactory Developing Inadequate
A B C D/F
Content
16 pts
The paper is
exceptionally focused
on some aspect of
learning theory and
makes a clear connection
to educational
technology.
The paper is
focused on some
aspect of learning
theory and
educational
technology.
The paper lacks focus. The
learning theory may be
irrelevant or missing and/or
there may or may not be a
connection to educational
technology.
This paper is missing a
discussion on learning theory or
educational technology. The
information may be incorrect.
Structure &
Clarity
16 pts
The points made in the
paper flow together in a
coherent and logical
manner. It is very well
structured and easy to
follow. The paper is easy
to read and
understandable.
The points made in
the paper are
generally structured
well, but there are
occasional lapses or
jumps in the flow of
the
writing. Overall,
the paper is
understandable.
The points made in the
paper are loosely
structured and it is
somewhat confusing to
read. There are noticeable
gaps in the flow of the
writing. Portions of the
paper are understandable.
The paper is confusing and it is
nearly impossible to understand
how everything fits
together. The paper meanders
hopelessly leaving the reader
completely lost.
Research
Focus
16 pts
The research focus fits
within an organized
taxonomy and is
meaningful and relevant
to the discussion.
The research focus
fits within an
organized
taxonomy and is
somewhat
meaningful and
relevant to the
discussion.
The research focus is
somewhat organized but
lacks relevance to the
discussion.
The research focus in
disorganized and lacks relevance
to the discussion.
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Synthesis Paper
Literature
Cited
16 pts
All citations are from
peer-reviewed journal
articles or includes one or
two non-peer reviewed
citations but they are
from credible sources.
Includes one or two
non-peer reviewed
citations non
credible sources.
Includes three or more
non-peer reviewed citations
from non credible sources.
Includes no peer-reviewed
citations.
APA Style
and
Formatting
16 pts
References,
citations, etc.
References are cited in
APA style with no errors.
Paper follows APA
guidelines.
APA style errors
occur one to three
times in citations.
Paper follows APA
guidelines.
APA style errors occur four
to six times in citations or
paper does not follow APA
guidelines.
APA style errors occur more than
four times in citations and paper
does not follow APA guidelines.
Organization
12 pts
The paper is organized
with a title and
appropriate introduction.

The paper is
somewhat
organized with a
title and
appropriate
introduction.
The paper is somewhat
organized but missing the
title and/or introduction.
This paper has no organizational
structure.
Length
8 pts
2500 - 3000 words.
This count does not
include references or
abstract.
2000-2500 words
or 3000 - 3500
words.
This count does not
include references
or abstract.
1500 - 2000 words or 3500
- 4000 words.
This count does not include
references or abstract.
Less than 1500 or greater than
4000 words.
This count does not include
reference or abstract.
Mechanics Papers with extensive mechanical errors or with tracking changes on will be returned.