New Technologies in Thought Development
Előadó: Dr. Köpeczi-Bócz Tamás
Szerző bemutatkozása:
“Learning should be a lifestyle; this is an effective way to reduce
social disparities and to promote economical growth.” – Dr.
Tamás Köpeczi-Bócz” (2010)
Előadás absztrakt:
Modern technology has an impact on our cognitive abilities, which could be quite significant, in terms of learning outcomes. One important aspect to examine, is the effect of technology on the ability to teach independent learning, as we develop into thinking and perceptive adults. However, thought development is not nearly as optimized and modern, as we would like to believe. In a world of modern technologies, reading becomes superficial, as we no longer create in-depth thinking about the material read. That is, with changes in how we read, our ability for in-depth thought declines (Carr, 2010). Additionally, the critical skill needed to select unrelated information, becomes lacking and incomplete (Mason & Rennie, 2008). With the increased use of television, video games, and the Internet, our in-depth processing ability, inductive analysis, critical thinking, imagination, and reflection, are all reduced (Greenfield, 2009). New technologies also bring new challenges. In many countries, for example, the web search engineer is taught separately, in selection, ranking, parallel thinking, and essential vision. Many find educational games as such tools, that can help educator’s work in teaching learning, and thought development. It is not surprising, however, those that regularly play games, will have their performance greatly improved, compared to those who don’t. As for the developmental effect of games, the main issue is actually problems of transfer. From a pedagogical effectiveness point of view, the question is, how far does improvement in other areas appear. From this point of view, we can discuss three types of potential impact: 1) no transfer, where development is limited only to the performance within a given game, 2) near transfer, ie. similar behaviors requiring the same ability, 3) distant transfer, the game's evolution evolves development of other skills. We would like to present an experiment, in which 15 games of cognitive skills development have been developed, so that after each development game (set of tasks), the teacher receives a group cognitive profile report on the students. Based on such report, you can evaluate the work accomplished so far (executive, memory, social, attention, space-visual, and speed), according to cognitive skills. With this tool, digital education gives a methodical palette to teachers, whom, after process measurement and algorithmic evaluation, do not give marks, but rather, new motivational tasks. The 21-st century technological environments can be used as an effective development tool, and even without adequate educational strategies, or without new pedagogical solutions, can still be used as an effective tool for thought development, in a professional pedagogical environment.
