1. Technology Theories
1.1. Media Ecology
1.1.1. how media communication affects human understanding, perception and feeling
1.1.2. Media Ecology is the study of media as our environment
1.2. SCOT
1.2.1. Social Construction Of Technology
1.2.2. argue that technology does not determine human action, but that rather, human action shapes technology
1.2.3. Interpretative Flexibility means that each technological artifact has different meanings and interpretations for various groups
1.2.3.1. alternate interpretations pose for alternate ways for the problem to be solved
2. TPACK
2.1. Identifies the knowledge teachers need to teach effectively with technology
2.2. Consists of Content, Pedagogy and Technology knowledge
2.2.1. Pedagogy: strategies to use in the classroom that a particular teacher finds effective (grading, learning content)
2.2.2. Content: Subject area being taught (be mindful that the students do not always know the content in the same terms as you do!)
2.2.3. Technology: 21st century technology can be useful for teachers and students in the classroom
2.3. goes beyond seeing these three in isolation, but connects them together to form TPACK
2.4. TPACK connects all three domains for meaningful relationships. Teaching can be more affective with using technology, and can also be more fun. Teachers can become masters at the learning theory they choose while applying it to the content being learned by students.
3. Philosophy of Teachnology
3.1. Stems from your philosophy of teaching (your beliefs about your teaching practices)
3.2. Incorporates technology into the philosophy
3.3. One's own personal philosophy about incorporating technology and using it effectively
4. Learning Theories
4.1. Connectivism
4.1.1. learning has an end goal
4.1.2. learning happens in different ways such as through courses, emails, and conversations
4.1.3. theory for the digital age: learning has changed over the decades
4.1.4. nurturing and maintaining efforts to keep expanding one's knowledge with connections is crucial
4.1.5. learning occurs as a part of a social network
4.1.6. the tools are not as important as the connections made by them
4.2. Constructivism
4.2.1. human learning is constructed; learner can modify knowledge
4.2.2. prior knowledge is used all the time, and there is no blank slate
4.2.3. students can learn to solve a problem in meaningful ways, rather than the teacher just telling them the answer
4.2.4. a student can construct their own understanding and knowledge and express that in a variety of ways
4.2.5. people construct their own knowledge through experiences and reflections from the world
4.3. Cognitive Load
4.3.1. 3 types of Cognitive Load
4.3.1.1. Extraneous
4.3.1.1.1. caused by inappropriate instructional designs that force working memory to focus away from building schemas into long term memory
4.3.1.2. Instrinsic
4.3.1.2.1. irreducible complexity of elements interacting in working memory
4.3.1.3. Germane
4.3.1.3.1. effortful learning resulting in schema construction and the process of automation
4.3.2. information can be remembered in meaningful "chunks": Chunking.
4.3.3. repetition helps with remembering complex concepts
4.3.4. visual pictures on presentations mean more to the learner than heavy text