Distributed cognition, as it considers how technologies augment cognition, informs technology integration in education. Most educational technologists interested in distributed cognition embrace a representational theory of mind. As this theory assumes cognition occurs in the brain and depends on the internal representation of external information, it is informed by a mind/body dualism that separates the individual student from material things. Alternatively, the theory of the extended mind describes the mind as a dynamic system of interactions inclusive of human agents, technologies and other material things. Refusing the mind/body dualism, if one element is removed, the quality of cognitive activity declines. Across the cognitive sciences, there are debates between these representational and extended theories that have implications for what it means to be a student and for technology integration. However, distributed cognition research in educational technology ignores these debates. Instead, this research is conditioned by the discursive practices of a neoliberal assemblage of political, commercial and pedagogical institutions. In this era of high stakes testing, as the individual student is measured, evaluated and otherwise made subject through these practices, this assemblage expresses a tacit commitment to, and is productive of, the subjectivity of the individual student and thus benefits from the representational theory of mind. In this way, regardless of the recognized legitimacy of the theory of the extended mind, sustained by neoliberalism the field of educational technology will not soon question the veracity of the representational theory of mind or the mind/body dualism upon which it depends.

中文翻译：

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表象与权力：教育技术领域的个体主体与分布式认知

分布式认知，因为它考虑了技术如何增强认知，为教育中的技术整合提供信息。大多数对分布式认知感兴趣的教育技术人员都接受了一种表征性的心理理论。由于该理论假设认知发生在大脑中并取决于外部信息的内部表示，因此它是通过将个体学生与物质事物分开的身心二元论来提供信息的。或者，扩展心智理论将心智描述为一个动态交互系统，包括人类代理、技术和其他物质事物。拒绝身心二元论，如果去掉一个要素，认知活动的质量就会下降。在认知科学中，这些代表性理论和扩展理论之间存在争论，这些理论对学生的意义和技术整合都有影响。然而，教育技术中的分布式认知研究忽略了这些争论。相反，这项研究以新自由主义政治、商业和教学机构组合的话语实践为条件。在这个高风险测试的时代，当个体学生通过这些实践被测量、评估和以其他方式成为主题时，这种组合表达了对个体学生主观性的默契承诺，并产生了个体学生的主观性，从而受益于代表性理论心意。这样，无论扩展心智理论的公认合法性如何，