1. Media Ecology
1.1. It is concerned with how technology plays a role in all aspects of human life
1.1.1. It tries to explain how the media plays a role in structuring what we see and how we act or feel the way we do
1.2. Involves conceptualizing complex communication systems as environments
1.3. Media permeates every aspect of our lives and helps organize our experiences
1.4. Implications for education
1.4.1. Teachers must be aware of the degree to which media and technology are implicated in what is taught
1.4.2. Communication via things such as TV or the Internet have an effect on students' learning
2. Social Construction of Technology
2.1. Humans shape technology, which is embedded in social context
2.2. Explains why certain technologies have failed or succeeded, analyzing the social context
2.2.1. Interpretative Flexibility: technologies have different meanings and uses for different groups
2.3. Implications for education
2.3.1. Some technologies may be more conducive to learning and education than others (the social context)
3. Legend
3.1. Technology Theories
3.2. Learning Theories
4. TPACK
4.1. Attempts to identify the knowledge which teachers need to integrate technology into the classroom
4.1.1. This involves three kinds of Knowledge: Content, Pedagogy, and Technology
4.1.1.1. These three kinds of knowledge have a complex interplay among themselves; 7 areas make up the TPACK framework
5. Philosophy of Teachnology
5.1. Based on Critical Literacy Skills such as : reading, writing, and thinking
5.1.1. These skills are developed through mentorship and scaffolding
5.2. Technology can be used as a bridge for learning new content and interfaces
5.2.1. The texts students create should be embedded in a larger context and world, based on connections with each other
5.3. Explicit Discussion can aid students in finding their voice, depending on the audience and content
6. Connectivist
6.1. Learning involves creating connections with information sources and knowing when and how to access those sources
6.2. The ability to see connections between core ideas is essential to learning
6.2.1. Knowledge is continually changing; utilizing connections to remain up to date is key
6.3. "Knowing where to find information is more important than knowing information" (Connectivism, 2012).
6.4. Implications for education
6.4.1. Education should emphasize seeing connections between big ideas
6.4.2. Teachers should embrace the idea that learners can build a network and access information through "experts" in their network
7. Constructivist
7.1. Learning involves constructing meaning from personal experiences
7.1.1. Prior knowledge influences what new knowledge will be constructed based on individual experiences
7.2. Learning is Active
7.2.1. When something that is inconsistent with what a learner knows, accommodations are made and learning occurs
7.3. Learning is Authentic
7.3.1. Learners engage in learning activities that emphasize real-world contexts
7.3.2. Learners are responsible for their own learning
7.4. Implications for Education
7.4.1. Students must be actively involved in learning experiences
7.4.2. Students learn best through collaboration; different perspectives should be included
8. Cognitive Load
8.1. Learning requires use of working memory; learning occurs when connections are made to schemas in long term memory
8.2. Memory
8.2.1. Working Memory - a limited space of information can be kept here
8.2.2. Long-term Memory - holds memory in terms of schemas
8.2.3. Schemas - complex connections between data and information
8.3. Types of Cognitive Load
8.3.1. Extraneous: load from the external environment
8.3.2. Intrinsic: load from a learning task
8.3.3. Germane: load related to constructing and automating schemas
8.4. Implications for Education
8.4.1. Teaching should encourage students to see connections between information stored in long-term memory