The Role of Technology in Cognitive Load Theory

November 22, 2016

In a different resource, research into technology and its role in the Universal Design for Learning classroom is reviewed. This new strategy will look at how technology can alleviate time demands, particularly for students with slow processing speed and impaired working memory. In order to fully understand the impact of technology, it is important to first review the Cognitive Load Theory.

Cognitive Load Theory suggests that the brain can become overloaded in its cognitive capacity, and when that happens, learning does not take place. Technology can assist in reducing the overload of cognitive abilities by allowing students to focus their attention on the target lesson. By using appropriate technology, students can devote the time that they save time reading, writing, typing, and organizing to learning new academic content.

Explore examples of those programs, as well as research behind their efficacy, by downloading the strategy attachment.

How Does This Connect to Landmark’s Teaching Principles™?
Using technology to support learning allows students to engage in content through multiple modalities, which relates to Landmark’s first teaching principle: Use Multiple Modalities. For the full text of the Landmark Teaching Principles™, including “Use Multiple Modalities,” click here.

Strategies to Download

Summary of accessible technology programs to aid students in reading, writing, and typing


Research References


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