Cognitive Technologies for Mathematics Education. Technical Report No. 37

Roy D. Pea

This paper provides an historical perspective on the possible roles of cognitive technologies in thinking as "reorganizers" of the mind. It suggests that by understanding the transformational roles of advanced technologies for mathematical thinking, ...

The Aims of Software Criticism: Reply to Professor Papert

Roy D. Pea

Educational Researcher Vol. 16, No. 5 (1987) pp. 4–7

Refutes Seymour Papert's premises because they: (1) maintain that computer criticism goes through developmental stages; (2) overlook the fact that the computer's newness in education affects the way people speak of computers; and (3) deny the...

Language-Independent Conceptual "Bugs" in Novice Programming

Roy D. Pea

Journal of Educational Computing Research Vol. 2, No. 1 (1986) pp. 25–36

Three classes of conceptual bugs presenting obstacles to all novice programmers and not related to any specific program--parallelism, intentionality, and egocentrism--are identified and exemplified through student errors. It is suggested these bugs...

Beyond Amplification: Using the Computer To Reorganize Mental Functioning. Technical Report No. 38

Roy D. Pea

This paper considers the possibilities of using computers not only to amplify, but to reorganize children's thinking and mental functioning. These two different conceptualizations of the transformational role of noncomputer cognitive technologies ...

Tools for Bridging the Cultures of Everyday and Scientific Thinking

Jan Hawkins; Roy D. Pea

Journal of Research in Science Teaching Vol. 24, No. 4 (1987) pp. 291–307

Presents perspectives on creating new technology-based supports for science learning. Reviews current philosophies concerning the interpretative nature of scientific inquiry and discusses the difficulties of students and teachers in science...

Distributed Multimedia Learning Environments: Why and How?

Roy D. Pea; Louis M. Gomez

Interactive Learning Environments Vol. 2, No. 2 (1992) pp. 73–109

Examines the prospects for learning and education through the use of interactive multimedia technologies (IMT) connected through telecommunications to create distributed multimedia learning environments. Highlights include a theoretical orientation...

Addressing the Challenges of Inquiry-Based Learning through Technology and Curriculum Design

Daniel C. Edelson; Douglas N. Gordin; Roy D. Pea

Journal of the Learning Sciences Vol. 8, No. 3 (1999) pp. 391–450

Describes five significant challenges to implementing inquiry-based learning. Presents strategies for addressing them through the design of technology and curriculum. (Author/CCM)

Changing How and What Children Learn in School with Computer-based Technologies

Jeremy M. Roschelle; Roy D. Pea; Christopher M. Hoadley; Douglas N. Gordin; Barbara Means

Future of Children Vol. 10, No. 2 (2000) pp. 76–101

Explores how computer technology can help improve how and what children learn in school. Highlights several ways technology can enhance how children learn by supporting four fundamental characteristics of learning (active engagement, group...

Using the WWW to Build Learning Communities in K-12

Douglas N. Gordin; Louis M. Gomez; Roy D. Pea; Barry J. Fishman

Journal of Computer-Mediated Communication Vol. 2, No. 3 (1996)

Examines the utility of the World Wide Web (WWW) for aiding in the construction of school-based and work-based learning communities. Surveys current offerings on the WWW. Advances proposals for enhancing the architecture of the WWW to facilitate its ...