FALSE They're simply new additions to the teacher's tool kit.

What's more, these high-tech and often low-budget tools give educators the opportunity to provide new ways of knowing and new assessment strategies.

Cognitive Psychologists' Explanations of Learning:

Learning is an internal adaptation to experiences, a reordering
of mental structures or schemas as a result of experiences.

Learners are intrinsically curious and curiosity motivates
them to learn.

Disequilibrium is motivation for learning.

Learning is a result of disequilibrium shifted into equilibrium.

Vygotsky's zone of proximal development describes the
size of the disequilibrium for learning to take place.

A variety of experiences that differ in outward appearance while
retaining the basic conceptual structure support the learner in
identifying patterns, generalizing, and making connections.

Learners ultimately construct their own understanding, but adults
(teachers) can scaffold the experiences to support students in building
or constructing a firm understanding (re-ordering their mental
structures as they adapt to the experiences).

Big ideas and pictures transfer to other contexts.