1. Technology
1.1. SCOT
1.1.1. Principles
1.1.1.1. social construction of technology
1.1.1.2. human action shapes technology
1.1.1.3. need to understand social context
1.1.1.4. interpretive flexibility
1.1.1.5. relate to socio-political climate
1.1.2. Implications
1.1.2.1. humans affect technology- students affect learning environment
1.1.2.2. dynamic learning environment
1.1.2.3. affect and are affected by use of technology in the classroom
1.2. Media Ecology
1.2.1. Principles
1.2.1.1. study of media environments
1.2.1.2. intergration of learning
1.2.1.3. how media affects humans
1.2.1.4. media is not an object or institution
1.2.1.5. study of environments are media
1.2.2. Implications
1.2.2.1. new environment for learning
1.2.2.2. can study the learning environment
2. Philosophy of Teachnology
2.1. Principles
2.1.1. what role technology should play in the classroom, learning and teaching process
2.1.2. transfer tech into a learning environment
2.1.3. expand skills through technology
2.1.4. technology as a bridge
2.2. Elements
2.2.1. use technology to teach
2.2.2. teach students how to use technology properly
2.2.3. own personal belief system of how to incorporate technology
3. Learning
3.1. Connectivism
3.1.1. Principles
3.1.1.1. connecting specialized nodes = learning
3.1.1.2. the capacity to know is more important than what is known
3.1.1.3. learning for the digital age
3.1.1.4. learning can occur in non human appliances
3.1.1.5. about making connections to acquire knowledge
3.1.1.6. learning occurs in the environment, not only the individual
3.1.2. Implications
3.1.2.1. teacher is not longer a lecturer but a guide
3.1.2.2. students are in charge of their own learning
3.1.2.3. all connections are learnng opportunities
3.1.2.4. knowledge is growing exponentially
3.1.2.5. learning is now a way of being
3.2. Constructivism
3.2.1. Principles
3.2.1.1. construct own knowledge and understanding
3.2.1.2. real world problem solving
3.2.1.3. take ownership of personal learning
3.2.1.4. knowledge construction, not reproduction
3.2.1.5. experience and reflection
3.2.1.6. learn how to learn
3.2.1.7. inquiry based
3.2.1.8. collaborative
3.2.1.9. use curiosity
3.2.2. Implications
3.2.2.1. teacher is a guide
3.2.2.2. students take more authority
3.2.2.3. use multiple intelligences
3.2.2.4. self directed learning
3.2.2.5. multiple media uses
3.3. Cognitive Load Theory
3.3.1. Principles
3.3.1.1. if nothing is stored in long term memory, nothing has been learned
3.3.1.2. long term memory is unlimited
3.3.1.3. schemas are memory structures
3.3.1.4. automation comes from schemas
3.3.1.5. overload = too much to process
3.3.1.6. create connections between working memory and previous experiences
3.3.1.7. working memory has finite capacity
3.3.2. Implications
3.3.2.1. need to be careful how information is presented and organized
3.3.2.2. working memory can only hold ~7 items at a time
3.3.2.3. use of chunking, repition, information landscapes
3.3.2.4. everyone learns and organizes information differently
3.3.2.5. teach to avoid overload
4. TPACK
4.1. Principles
4.1.1. Technology Pedagogy Content Knowledge
4.1.2. make technology and pedagogical choice to enhance content knowledge
4.1.3. need to understand relationships between CK, TK and PK
4.1.4. true integration of all knowledges
4.1.5. is very dependent on context
4.2. Elements
4.2.1. use of CK, TK and PK to create a new learning environment
4.2.2. interaction between different knowledge types
4.2.3. can be challenging for teachers
4.2.4. work together in a complicated way to create good teachers