ABSTRACT
The author reviews the research about metacognition, metacognitive discourse, cognitive demands, and the development of a cognitive apprenticeship approach to teaching and learning. Teachers must be mindful of these processes when teaching with digital tools and or devices so they can make their expert thinking visible to students and so students can become aware of metacognitive strategies used to problem solve in academic programs and content areas in middle grades. The author also provides practical applications to bridge digital learning and the regulation of cognition.
