Day 4: Effects on Cognition

Learning Objectives

• IOC-1.D: Explain how computing innovations have impacted society, economy, or culture.
• IOC-1.E: Explain how people participate in problem-solving processes at scale.

Essential Questions

• How does computing affect the way we think and solve problems?
• How do computing tools extend or limit human cognitive capabilities?
• What are the implications of relying on computing for cognitive tasks?

Materials Needed

• Presentation slides on computing and cognition
• Cognitive assistance tool examples
• Concept mapping materials (digital or physical)
• Case study handouts
• Exit ticket templates

Vocabulary

• Cognition
• Cognitive assistance
• Augmented intelligence
• Artificial intelligence
• Cognitive offloading
• Algorithmic thinking
• Information overload
• Attention economy
• Digital literacy
• Computational thinking

Procedure (50 minutes)

Opening (8 minutes)

1. Review and Connection (3 minutes)

   • Review effects on collaboration from previous lesson
   • Connect to today's focus on how computing affects thinking and problem-solving

2. Warm-up Activity (5 minutes)

   • Ask students: "What mental tasks do you rely on technology to help with?"
   • Create a class list of cognitive tasks aided by computing
   • Categorize responses (memory, calculation, decision-making, etc.)
   • Introduce the concept of cognitive effects of computing

Main Activities (32 minutes)

3. Lecture: How Computing Affects Thinking and Problem-Solving (12 minutes)

   • Explain how computing affects cognition:
     • Memory: Offloading information storage to devices/cloud
     • Attention: Notifications and interruptions
     • Information processing: Filtering, sorting, analyzing data
     • Decision-making: Recommendation systems and decision aids
     • Learning: Educational technologies and personalized learning
     • Problem-solving: Computational thinking approaches
   • Discuss cognitive assistance tools:
     • Search engines as memory extensions
     • Navigation systems for spatial cognition
     • Calculation tools for mathematical thinking
     • Language tools for writing and translation
     • Visualization tools for understanding complex data
   • Explain how computing extends human capabilities:
     • Processing vast amounts of data
     • Identifying patterns humans might miss
     • Performing precise repetitive tasks
     • Enabling collaboration at scale
     • Simulating complex systems

4. Discussion: Cognitive Assistance Tools (8 minutes)

   • Present examples of cognitive assistance tools:
     • Voice assistants (Siri, Alexa)
     • Recommendation systems (Netflix, Amazon)
     • Productivity tools (calendars, task managers)
     • Educational software
     • Research tools
   • For each example, discuss:
     • What cognitive task is being assisted?
     • How does the tool change how we approach the task?
     • What cognitive skills might atrophy with reliance on the tool?
     • What new cognitive skills are developed?

5. Activity: Analyzing How Computing Enhances or Detracts from Capabilities (12 minutes)

   • Divide class into small groups
   • Assign each group a cognitive domain:
     • Memory and recall
     • Attention and focus
     • Learning and education
     • Problem-solving and creativity
     • Decision-making and judgment
     • Social cognition and empathy
   • Groups analyze how computing both enhances and potentially detracts from capabilities in their assigned domain
   • Groups create a T-chart showing enhancements and limitations
   • Groups share their analyses with the class

Closing (10 minutes)

6. Concept Mapping: Computing and Cognition (7 minutes)

   • Students create individual concept maps showing relationships between computing and cognition
   • Maps should include:
     • Types of cognitive tasks affected by computing
     • Specific technologies and their cognitive effects
     • Connections between different cognitive domains
     • Both positive and negative effects
   • Share and discuss selected concept maps

7. Exit Ticket and Preview (3 minutes)

   • Students complete a concept map showing relationships between computing and cognition
   • Preview that next class will focus on beneficial and harmful effects of computing innovations more broadly

Assessment

• Formative: Quality of participation in cognitive effects analysis
• Exit Ticket: Completeness and accuracy of computing-cognition concept map

Differentiation

For Advanced Students

• Ask them to analyze more complex cognitive tools like AI systems
• Have them research neuroscientific perspectives on technology and cognition
• Challenge them to consider future cognitive implications of emerging technologies

For Struggling Students

• Focus on more familiar cognitive tools
• Provide a partially completed concept map template
• Use more concrete examples of cognitive effects

Homework/Extension

• Track personal technology use for 24 hours and analyze cognitive effects
• Research a specific cognitive assistance technology and its development
• Interview people of different ages about how technology has changed their thinking

Teacher Notes

• Keep discussions balanced between benefits and concerns
• Avoid value judgments about cognitive changes being "good" or "bad"
• Make connections to students' personal experiences with cognitive tools
• Consider discussing how different generations approach cognitive tasks differently
• Emphasize that understanding cognitive effects helps students make informed choices about technology use