Running head: COGNITIVE MODELS 1

Cognitive Models

Student’s Name

Institution

Date
COGNITIVE MODELS 2

Cognitive models are very important in understanding the learning and understanding of

learners. These models tend to vary all the time, and these are influenced by the environment, the

exposure to knowledge, skills among several other important issues. This study focused mainly

on ICT literacy, which is a new concept in modern education. The current educational models, as

used in the various educational institutions, remains outdated in various aspects such as business

and knowledge. There are several changes, particularly in areas such as information technology

that inform the need to shift to stay at par with these changes. Schools are left with the traditional

approach to issues while the real problems of the day keep changing. In addition, the aspect of

group work that is common in real-life projects is not replicated in the classroom. Students are

required to handle projects alone while in real-life projects are handled by more than one person.

In the business world, students are exposed to wide information that must be studied and filtered

well to ensure only the important information is utilized. This is unlike in the classroom, where

students are subjected to closed books with the same information over the years. These issues do

not fit well in the world of ICT literacy hence the need to retrace the goals by focusing on these

changes (Leighton & Gierl, 2011).

Assessment and Teaching of Twenty-First Century Skills (ATC21S) were designed to

improve the cognitive models to address the current issues facing the world. The paper is

focussed on the concept of Information Technology literacy, particularly how this has changed

over the tears through technology integration. The traditional ICT model emphasized information

and knowledge, but over the year’s skills, values, and ethics have become very important.

ATC21S consists of four critical aspects that play a major role in modern-day cognitive

development the modern-day information technology. These include various ways of thinking,

ways of working, tools of working and living in the world. The ATC21S KSAVE model serves
COGNITIVE MODELS 3

as a guideline on the assessment domains that are applicable in the 21 st century, which are very

important.

The four groupings under the KSAVE are very important in helping enhance an

understanding of the contribution of each aspect in the mastering of cognition. The first group

incorporates problem-solving, metacognition, and creativity aspect, which is very important in

learning new concepts. This helps clarify the concept of thinking, which is important, which

influences higher-order thinking and important to young learners in schools. This ought to be

incorporated into the current learning system by understanding how students should focus on

what is happening in the real world, how to approach problems in real life, creativity, and

innovative approaches that can help improve their ICT knowledge.

ICT literacy is a new skill in the 21 st century, which consists of various aspects, such as

information literacy, digital competence, and technological awareness. All these are very

important since they contribute to the learning of key enabling skills. In the modern-day, the use

of the digital learning model has become very important, and this has been associated with the

fact that the model is considered more effective in gaining skills and also the information they

can readily apply in the general tasks they undertake and more essential in their careers. The

paper thus focused on the concept of learning to learn to help the learners to comprehend the

importance of modern-day learning systems (Rupp & Leighton, 2017).

The digital learning concept is built on the concept of gaining information, skills, and the

ability to communicate. There are various enabling tools such as collection, storage, and use of

the knowledge, which is important for communication and coordination in organizations. The

traditional ICT concept was focused more on the management of files, word processing,

spreadsheets, PowerPoint, and certain ICT concepts. A study conducted to identify the
COGNITIVE MODELS 4

effectiveness of ICT in schools revealed that most of the institutions had invested immensely in

ICT systems, which include computers, word processing, and internet infrastructure. Much

emphasis is placed on the skills and the knowledge that an individual gains in the process since it

directly influences the ICT literacy.

The study indicates that it is very important to ensure the real issues that could be facing

information technology in the classroom are addressed both in the early stages of development

and also in the later stages of development. Studies have revealed that ICT can be incorporated

into the OECD international assessments, and this is aimed at improving student outcomes. The

current model is outdated because it does not emphasize on the issues affecting the world today

concerning ICT. They focus more on the issues presented in the books, some of which represent

the problems of the past. The new OECD system ensures improved access to information, better

management, improved integration, and evaluation of the systems.

The technical skills are very important in the process more, especially in communication

skills and also for cognitive purposes. The framework places emphasis on communication and

cognitive skills. This includes the daily activities that every individual is expected to undertake

on ICT literacy. The aim is to ensure more transformations and improved skills, such as

responding to emails on real-life issues. The framework also indicated that their new ICT models

ensure an integrated approach to learning. Researchers, however, argued that more needs to be

done to incorporate the integrated learning model into the current technology courses. Much of

what the learners are getting from the classroom is not very effective, and this causes a problem

for these learners. This approach is very important in enhancing the skills of the learners and also

in preparing them to handle various ICT issues that they will encounter later in life.
COGNITIVE MODELS 5

ICT literacy II model is also very important in transitioning the practice in education. ICT in this

model is viewed as a wide skill base with many links to various subjects in school. This model

aims are integrating education in such a manner that the learners can gain knowledge and, at the

same time, boost their understanding of the concepts in ICT that they can apply in their real-life

situations. There are several emerging issues, such as digital literacy, that were not captured in

the systems. Without understanding, it becomes very hard to incorporate this into the system.

Many countries are yet to embrace the idea that ICT is very important in the management of

modern issues in organizations hence the need to include this in learning models. The United

Kingdom redesigned its education system to incorporate ICT as an essential skill that every

learner should have. Other countries, however, still view this as a cultural progression,

something that they don’t feel is very important in the process. Digital literacy can be handled by

incorporating various new ICT skills and concepts that are important to learners and educators.

For example, the learners may feel that the use of mobile phones in the classroom is a distraction

to their learning. With this perception, it becomes very hard to gain these concepts when already

they feel much of their time is wasted (Kane & Bejar, 2014).

Information technology models in education should be improved in such a manner to

ensure developments in Technology-enhanced assessments. The learners should be introduced to

a life away from the pen and paper and focus more on the life of tablets, computers, and the

internet. The benefit of this model is that the collection and analysis of data are faster and easier.

For this to be effective, it is important to ensure some digital literacy on subject matters to reduce

variance that may arise in the later stages. This can be achieved through the human-computer

interface, cognitive studies, and also through tutorials. This helps promote digital literacy and

ICT literacy, which is in line with the skills of the 21st century.
COGNITIVE MODELS 6

The integration of information communication technology into the studies was aimed at

expanding the ICT frontier. The focus being expanding the ICT knowledge of the learners into

the areas they could not fathom and also to increase their ICT skills into other more important

areas. In the early IILP model, ICT was not a very important aspect to use and was viewed as

just a normal concept that did not have great value to society. IILP identified a list of traits that

must be reviewed to ensure that learners have mastered the required skills, any challenges they

are facing and what needs to be done to correct the situation. The extent and type of ICT

knowledge a person possesses in the field of ICT are very important, and the more the

understanding, the more effective the data became to the users. Through research, it was revealed

that students had challenges in certain aspects of ICT, which hindered their ability to improve

their knowledge and skills. For instance, some students have problems with accessing and

navigating through the internet. This means that they cannot log into accounts where they can

access study materials. As a result, they are limited to hard copy materials, yet there is an

avalanche of information online in various databases that they can access and study. Besides,

certain software and tools used in the classroom played a big role in the determination of the

masterly of skills and the knowledge the learners have gained from their studies. For instance,

tools such as databases, simulators, and spreadsheets require consistent use and practice among

learners. This means they need more training and engagement concerning the use of the various

ICT tools to enhance the effectiveness of this knowledge and ICT skills. With time these become

very important in ensuring the playground remains level for all the learners. Technology

integration focusses more on the skills that an individual gains rather than how the skills are

perceived to be specific, which is very important in trying to understand the student.

COGNITIVE MODELS 7

Cognitive transition in the enhancement of literacy among the leaners is expressed based

on various variables. These include the knowledge gained, the skills, the design of the

curriculum, and the response from the learners. From this, it is important to always show the

initial ICT skills and mastery of the skills from the learners. Students always start together from

one point when they get enrolled in virtual literacy; with time, this may, however, change

depending on the skills they have gained, the competency they exhibit, and the awareness they

build in the process. The cognitive capability of the learners introduced into ICT has been tested

on the learners of Australia through the MCEETYA learning model. The aim was to determine

the cognitive response of the learners when exposed to ICT and how this changed with time. The

ability to use various ICT resources was used as the basis of the argument to manage and

evaluate the information presented in the society. Various aspects were tested, such as

communication, the ability to use the tools, and the structure of their learning. The data collected

from the learners after some months indicated that some of the learners had immensely

benefitted from the process while others stagnated. This is an indication that the cognitive ability

of one individual might be different compared to other individuals, and this varies to their

learning approach, motivation, and the attitude they possess.

The concept of cognitive models in learning is one that spans across various concepts.

Various factors influence how well the learner will grasp the knowledge and skills. For instance,

in the case study, the authors focused on ICT literacy, which is a new concept in the 21 st century.

While this started many years, it has faced a lot of challenges, considering the current education

model does not incorporate the needs of the modern world. For instance, most learners are

subjected to the classroom content in the libraries, which involves books with limited

knowledge. ICT has been perceived as a new concept not very significant to the education field.
COGNITIVE MODELS 8

It is important to underline the fact that ICT opens more doors in terms of knowledge, skills, and

access to information. A learner unable to access the various information sources from the

internet may suffer several challenges researching their information access is limited. However, a

learner with open doors to conducting researchers on the internet will most likely find it easier

and cheaper to handle. The traditional cognitive model portrayed ICT as a less important concept

to the learners. This has, however, slowly changed, and into the future, ICT could have a more

significant role in the field of education and research, particularly in metacognitive reasoning and

encoding new information (Wilson, Scalise, & Gochyyeva, 2015). It was also evident that

cognitive ability and skills vary from individual to individual. This means some learners may

possess strength in using certain tools in information technology. In contrast, others will continue

to struggle with the skills until they can fully navigate through the process.
COGNITIVE MODELS 9

References

Kane, M. T., & Bejar, I. I. (2014). Cognitive frameworks for assessment, teaching, and learning:

A validity perspective. Psicología Educativa, 20(2), 117-123.

Leighton, J. &. & Gierl, M. (2011). The learning science in educational assessment: The role of

cognitive models.

Rupp, A. &., & Leighton, J. (. (, 2017). Handbook of cognition and assessment: Frameworks,

methodologies, and applications.

Wilson, M., Scalise, K., & Gochyyeva, P. (2015). Rethinking ICT literacy: From computer skills

to social. Thinking Skills and Creativity.