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Situated Mediation and Technological Reflexivity: Smartphones, Extended Memory, and Limits of Cognitive Enhancement

In Frank Scalambrino (ed.), Social Epistemology and Technology: Toward Public Self-Awareness Regarding Technological Mediation. New York: Rowman & Littlefield International. pp. 187-195 (2015)

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  1. The Cognitive Ecology of the Internet.Paul Smart, Richard Heersmink & Robert Clowes - 2017 - In Stephen Cowley & Frederic Vallée-Tourangeau (eds.), Cognition Beyond the Brain: Computation, Interactivity and Human Artifice (2nd ed.). Springer. pp. 251-282.
    In this chapter, we analyze the relationships between the Internet and its users in terms of situated cognition theory. We first argue that the Internet is a new kind of cognitive ecology, providing almost constant access to a vast amount of digital information that is increasingly more integrated into our cognitive routines. We then briefly introduce situated cognition theory and its species of embedded, embodied, extended, distributed and collective cognition. Having thus set the stage, we begin by taking an embedded (...)
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  • Bridging the Pedagogical Gap Between Operational and Contextual Affordances with Social Media.Wilson Otchie, Emanuele Bardone & Margus Pedaste - 2022 - ENCYCLOPAIDEIA 26 (62):57-80.
    The usage of social media in education is increasing as a result of perceived pedagogical benefits. The literature emphasizes the importance of teachers continuing to build their social media capabilities, experiences, and values. Critical thinking, problem-solving, and the ability to contextualize social media require intellectual, social, and ethical talents regardless of operational proficiency. We performed a semi-structured interview with 13 high school teachers who expressed their thoughts and experiences using social media in the classroom. The interviews’ recorded videos were transcribed (...)
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