How do you study computers in education and what do you study about them? A theory is presented which distinguishes between cognitive effects with and of computer tools, the former constituting improved performance while an intellectual tool is available, the latter manifesting a subsequent cognitive residue as a result. Two studies are described, providing support for the theory. It is argued, however, that such analytic research fails to capture the multivariate rich classroom environments that the effective use of computers requires and brings about. A classroom history project is described as it evolves around tool use. It is suggested that another research approach - a systemic paradigm - is needed to study such rich and multivariate cases. The complementary relations between the analytic and systemic research approaches are examined.
Bibliographical noteFunding Information:
in it were supported by a grant by the Spencer Foundation.
ASJC Scopus subject areas