The cognitive dimensions of digital learning: metacognition and digital literacy in modern education
TL;DR
It is argued that if educators do not provide the metacognitive support necessary for students to utilize the digital tools in a strategic way, then most of what is considered "digital pedagogy" will function more like activity taxonomies.
Abstract
Although there has been over thirty years of research defining digital tools as learning partners to assist cognition, most classroom use of digital technology remains focused on transmitting content. This article defines the process by which students regulate their own thoughts, metacognition, as an essential part of how they can be digitally literate; and argues that if educators do not provide the metacognitive support necessary for students to utilize the digital tools in a strategic way, then most of what is considered "digital pedagogy" will function more like activity taxonomies. The analysis presents a theoretical interpretation of how Bloom's Digital Taxonomy, SOFLA, and UDL relate to metacognitive processes, positioning these frameworks as illustrative applications of the broader theoretical claim. The study also establishes distinctions between conclusions drawn from existing literature, implications derived from this current analysis, and hypotheses proposed for subsequent empirical testing. It further proposes that inclusive pedagogical practices are more effective at transforming access to actual engagement when students have developed sufficient metacognitive skills to select among multiple modes of representation strategically.