Robertson, Elliot and Robinson (2008) consider cognitive learning as using resources to learn and apply, rather than watch or absorb passively. It becomes quite clear that technology is a very good tool that coincides with this belief. Having students apply knowledge and explore its depths through powerpoint, webquests, blogs, wikis, Inspiration, and other technological avenues is a "no-brainer" for one trying to create a cognitive theory-based learning environment. While students are usually off-put by such tasks as taking notes, it is much more interesting for students, and it also becomes easier for students to divide information and outline.
Of course, when one takes notes, it all becomes very uninteresting and difficult to sift through, especially for a young student who is not used to note-taking in general. This is why it is important "to use a variety of formats" (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.124). I love the idea of using interesting graphics or mobile features to keep notes varied and also grounded in previous knowledge. “For many students, multimedia is very effective because it helps them both activate prior knowledge and develop a mental model to help them understand new information” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 82). Programs like Powerpoint, Inspiration and even a website like glogster.com allow students to do this (2007, pg. 128).
I actually have students hand write notes in my math class using charts and student's hand drawn pictures. I would like to have students begin to use flowcharts and graphic organizers on bubbl.us or Inspiration to reinforce student's learning and put notes in their own words and organization. I am also planning on having students create their own online posters on glogster.com as a review for standardized tests, a further instillation of our spiralling curriculum.