EDU800 – Week 3 – Annotated Bibliographies

#1

Reference (APA):
Salomon, G., & Perkins, D. (2005). Do technologies make us smarter? Intellectual amplification with, of and through technology. In R. J. Sternberg & D. D. Preiss (Eds.), Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 71–86). Mahwah, NJ: Lawrence Erlbaum Associates.

Annotation:

Summary:
Salomon and Perkins (2005) examine the ways technologies function as cognitive amplifiers, distinguishing between learning with technology (tools supporting thought processes), learning of technology (mastering the tool itself), and learning through technology (transforming cognitive processes via interaction with tools). They argue that technologies extend human intellect much like external memory aids, visualization software, or computational models. The chapter situates technology not as a neutral add-on but as a central factor in shaping how individuals think, learn, and problem-solve.

Evaluation:
The authors’ strength lies in their conceptual clarity. By differentiating between “with,” “of,” and “through,” they provide a framework that avoids overgeneralizing the role of technology. Their arguments are grounded in cognitive psychology, making the discussion theoretically robust. A limitation is that the chapter is conceptual rather than empirical, so while the framework is compelling, it would benefit from more concrete examples or data showing how these distinctions play out in practice. Still, the piece remains highly influential for understanding technology’s cognitive role.

Reflection:
For my research in educational technology, this chapter underscores the importance of asking not just whether a technology works, but how it reshapes cognition. It aligns with my focus on AI and online platforms in higher education by reminding me to consider whether these tools merely support existing processes (with), require new literacies (of), or fundamentally reshape learning (through). This tripartite model can guide how I evaluate and design technology-mediated learning experiences.

#2

Reference (APA):
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecologies perspective. Human Development, 49(4), 193–224. https://doi.org/10.1159/000094368

Annotation:

Summary:
Barron (2006) introduces the concept of “learning ecologies” to describe the distributed, interconnected contexts in which learners pursue interests and sustain long-term engagement. Drawing on case studies of young learners, she shows how self-motivation, access to resources, supportive peers, and institutional opportunities together form a dynamic ecology that supports learning beyond school boundaries. Interest-driven learning, she argues, becomes a catalyst for self-sustained development when learners can navigate and connect multiple contexts.

Evaluation:
The strength of Barron’s work is its holistic view of learning, bridging formal, informal, and digital contexts. The ecological metaphor is compelling, as it captures the fluid and evolving nature of learning opportunities across environments. One limitation is that the article primarily focuses on a small number of cases, which raises questions about generalizability. Nevertheless, the piece is a landmark in broadening how learning is conceptualized, emphasizing agency and interest as critical drivers.

Reflection:
This article resonates strongly with my research interests in educational technology, particularly in creating online environments that support self-directed, lifelong learning. Barron’s ecological framing encourages me to think about students not just in the classroom but as actors in wider learning ecosystems — connecting coursework, technology tools, peer networks, and personal interests. This perspective informs how I design technology-enhanced learning that acknowledges and leverages students’ broader learning ecologies.