Salomon, G., & Perkins, D. (2005). Do technologies make us smarter? Intellectual amplification with, of and through technology. In R. J. Sternberg, & D. D. Preiss (Eds.), Intelligence and technology: The impact of tools on the nature and development of human abilities (pp. 71-86). Mahwah, NJ: Lawrence Erlbaum Associates.

Summary: Salomon and Perkins explore how technologies enhance human cognition by distinguishing three key effects: “with,” “of,” and “through” technology. They argue that technology can create intellectual partnerships (“with”), shape the nature of cognitive tasks (“of”), and lead to reorganizing thinking patterns over time (“through”). These distinctions offer a framework for understanding how tools like computers, calculators, and other technologies affect learning, problem-solving, and cognitive development. The article emphasizes the interplay between the learner and the tool, suggesting that technology’s potential impact depends on how it is integrated into both learning environments and cognitive processes.

Evaluation: This article presents a comprehensive theoretical framework that situates technology as an active agent in cognitive development. The author’s distinction between the different effects of technology provides a nuanced understanding of how tools can either support or fundamentally alter learning. Empirical examples further illustrate these concepts, making the argument compelling and relevant to both educators and technologists. However, the article focuses more on theory than practical applications, leaving room for future studies to explore concrete, classroom-based implementations of their framework.

Reflection: Salomon and Perkins’ framework is directly relevant to my research on using AI-driven platforms for autistic students. The “with” and “of” technology effects highlight how AI can act as a cognitive partner, assisting students in ways that traditional instruction cannot. Additionally, the “through” effect aligns with my goal of using AI to transform how students engage with learning, particularly in adaptive learning environments. This article offers critical insights into how technology can be leveraged not just as a tool but as a transformative agent in educational settings, providing a solid foundation for the development of AI platforms in special education.