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The Impact of Pen and Touch Technology on EducationKeynote Address: Tools for Thinking

The Impact of Pen and Touch Technology on Education: Keynote Address: Tools for Thinking [The content of thought can be regarded as internalized and intermixed perceptions of the world and the actions of thought as internalized and intermixed actions on the world. Reexternalizing the content of thought onto something perceptible and reexternalizing the actions of thinking as actions of the body can facilitate thinking. New technologies can do both. They can allow creation and revision of external representations and they can allow interaction with the hands and the body. This analysis will be supported by several empirical studies. One will show that students learn more from creating visual explanations of STEM phenomena than from creating verbal ones. Another will show that conceptually congruent actions on an iPad promote arithmetic performance. A third will show that when reading spatial descriptions, students use their hands to create mental models.] http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

The Impact of Pen and Touch Technology on EducationKeynote Address: Tools for Thinking

Part of the Human–Computer Interaction Series Book Series
Editors: Hammond, Tracy; Valentine, Stephanie; Adler, Aaron; Payton, Mark
Tversky, Barbara
The Impact of Pen and Touch Technology on Education — Jul 10, 2015
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4 pages

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Publisher
Springer International Publishing
Copyright
© Springer International Publishing Switzerland 2015
ISBN
978-3-319-15593-7
Pages
1 –4
DOI
10.1007/978-3-319-15594-4_1
Publisher site
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Abstract

[The content of thought can be regarded as internalized and intermixed perceptions of the world and the actions of thought as internalized and intermixed actions on the world. Reexternalizing the content of thought onto something perceptible and reexternalizing the actions of thinking as actions of the body can facilitate thinking. New technologies can do both. They can allow creation and revision of external representations and they can allow interaction with the hands and the body. This analysis will be supported by several empirical studies. One will show that students learn more from creating visual explanations of STEM phenomena than from creating verbal ones. Another will show that conceptually congruent actions on an iPad promote arithmetic performance. A third will show that when reading spatial descriptions, students use their hands to create mental models.]

Published: Jul 10, 2015

Keywords: Mental Rotation; Visual Explanation; Digital World; Verbal Explanation; Bicycle Pump

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