Inquiry and Uncertainty of Thinking: Education with Technology
Abstract
Abstract: This paper develops an argument regarding thinking, inquiry, uncertainty and subject in working with technology. This development serves the analysis of learning with technology and discusses the educational consequences of working with technology. Doing that, the paper discusses the influence of two main features of technological cognitive tools on the learner’s inquiry: interactivity and dynamicity. It argues that interactivity and dynamicity of the technological cognitive tools support the learner in his or her interaction processes during inquiry to investigate uncertain situations. It also argues that technological cognitive tools can support the imagination processes of learners that facilitate the development of their knowledge about the subject matter, besides facilitating their problem-solving processes. These tools can enrich the interactions between the learners during their engagement with the subject matter. It is argued that technological cognitive tools can support the subject in dealing with the uncertainty in learning and thus enriches her or his experimenting identity. This support could be strengthened by taking care of the tool’s design.
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