1. Learning Theories
1.1. Constructivism
1.1.1. Meaning is created through individual constructs
1.1.1.1. Knowledge exist in the world
1.1.1.1.1. And also the mind!
1.1.2. The individual is essential
1.1.2.1. Must consider the realities of the world in which the individual lives
1.1.2.2. Traits of the Learner
1.1.2.2.1. Self-directed
1.1.2.2.2. Creative
1.1.2.2.3. Innovative
1.1.2.3. Methods of Learning
1.1.2.3.1. Analysis of prior experience
1.1.2.3.2. Conceptualization of new knowledge
1.1.2.3.3. Synthesis of prior experience with new knowledge
1.1.2.3.4. Problem-based learning
1.1.2.4. Must acknowledge the uniqueness and complexity of learner
1.1.2.4.1. Encourage the leaner
1.1.2.4.2. Rewards the learner as part of the learning process
1.1.2.4.3. Zone of Proximal Development
1.2. Cognitive Load Theory
1.2.1. Limit to the amount of working memory
1.2.1.1. Means-end approaches overwork working memory
1.2.1.2. Redundancy severely limits working memory
1.2.2. Cognitive Load is the control of working memory
1.2.2.1. Different in each person
1.2.2.2. Each person has a fixed capacity
1.2.2.2.1. Important to recognize these differences
1.2.2.2.2. Can use these differences to adapt instruction
1.2.3. Three main types of demans
1.2.3.1. Intrinsic
1.2.3.1.1. Difficulty of instructional material
1.2.3.1.2. Difficulty cannot be broken down
1.2.3.1.3. Subschemas, however, reduce the impact on working memory
1.2.3.2. Germane
1.2.3.2.1. The cognitive load associated with the construction of schemas
1.2.3.2.2. Instructors can influence this
1.2.3.3. Extraneous
1.2.3.3.1. The cognitive load associated with how the information is presented
1.2.3.3.2. Instructor plays a key role
1.2.3.3.3. Key is to reduce unnecessary cognitive load
1.2.3.3.4. Format of learning either promotes or limits it
1.3. Connectivism
1.3.1. Knowledge exists in the world
1.3.1.1. Learning involves connecting sources of information
1.3.1.1.1. The individual is the starting point
1.3.1.2. Both humans and machines contain this knowledge
1.3.1.3. Ability to build and maintain connections essential
1.3.2. Network of ideas
1.3.2.1. Diversity of opinions
1.3.2.2. Up-to-date knowledge is the "currency"
1.3.2.3. "Massive Open Online Course" based on open access and mass participation
1.3.3. Emphasis on learning more
1.3.3.1. What is known is less important than the ability to learn more
1.3.3.2. Developing decision making skills
1.3.3.3. Develop critical thinking skills
1.3.3.4. Allow technology to make finding information easier
1.3.3.4.1. Can focus on the task at hand
1.3.4. Model is based on changing dynamics
1.3.4.1. Increasingly technology based
1.3.4.2. Ways we communicate, learn, and interact is based on digital media
1.3.5. Implications for Eduction
1.3.5.1. Emphasize the role technology plays
1.3.5.2. Develop technological proficiency
1.3.5.3. Recognize that learning is a lifelong practice: both you and your student will develop over time
1.3.5.4. Open access to information is essential
1.3.5.5. Teach students to find and assess data, not simply memorize the data.
1.4. Behaviourism
1.4.1. Focus on measurable behaviors
1.4.1.1. Some define it as the acquisition of new behaviors
1.4.2. Less emphasis on mental activities
1.4.3. Focuses on two types of conditioning:
1.4.3.1. Classical Conditioning
1.4.3.1.1. Natural reflex is elicited from a stimulus
1.4.3.2. Behavioural Conditioning
1.4.3.2.1. Also called Operant Conditioning
1.4.3.2.2. The reinforcement of a response to a stimulus
1.4.3.2.3. Acts as a feedback system
1.4.4. WIth regard to teaching
1.4.4.1. Positive and Negative reinforcement can be effective
1.4.4.2. Doesn't emphasize the thought process
1.4.4.2.1. Especially not higher order thinking
1.4.4.3. Authority lies within the teacher
1.4.4.4. Behavioural objectives used by teachers
1.4.4.5. Emphasis on competency-based evaluation
1.4.4.6. Direct instruction important in this theory
2. Technology Theories
2.1. Media Ecology
2.1.1. Technology plays a key role in Humans' lives
2.1.1.1. Influences thought
2.1.1.2. Influences speech
2.1.1.3. Influences values
2.1.1.4. Influences behaviours
2.1.1.5. Formation of a "Global Village"
2.1.2. Emphasizes the rapidly expanding world of technology
2.1.2.1. And how it affects human interactions
2.1.2.2. Recognizes the the environment in which we live is constantly shaped and reshaped by technology
2.1.2.3. Sees the reality of the world as shifting due to technology
2.1.2.4. Focuses on the dynamic interaction between media and the environment in which humans live.
2.1.2.5. "The Medium is the Message" - McLuhan
2.1.3. Basic Assumptions
2.1.3.1. Media infuse every act and action in society
2.1.3.2. Media fix our perceptions and organize our experiences
2.1.3.3. Media tie the world together
2.1.4. Implication for Teaching
2.1.4.1. Have students think about how media influences their perception of the world
2.1.4.2. Be aware that technology shapes the reality of our world
2.1.4.3. Recognize the tremendous influence technology has
2.1.4.4. Subscribe both yourself and your students to a lifetime of technology-based learning.
2.1.4.5. Teach the contrasting "Social Construction of Technology" perspective.
2.2. Social Construction of Technology
2.2.1. Technology does not determine human action
2.2.1.1. Human action shapes technoogy
2.2.1.2. Understanding technology requires an understanding of how society functions
2.2.2. The social world can be used to explain the use of technology
2.2.2.1. What technologies does society tend to embrace?
2.2.2.2. What characteristics of technology are cast aside?
2.2.3. Both a theory and a Methodology
2.2.3.1. Formalizes the steps and principles to follow when one wants to analyze the causes of technological failures or successes.
2.2.4. Core Concepts
2.2.4.1. Interpretative Flexibility
2.2.4.1.1. Technologies are not valued by all people
2.2.4.1.2. Different groups embrace different technologies
2.2.4.2. Relevant Social Groups
2.2.4.2.1. Those groups who interact with technology do so for vastly different reasons
2.2.4.2.2. Cannot divide into producers and consumers
2.2.4.3. Design Flexibility
2.2.4.3.1. Considering the way in which one technology was designed.
2.2.4.3.2. Which factors were deemed important? Why?
2.2.4.4. Problems and Conflicts
2.2.4.4.1. Is aware that development of new technologies poses problems.
2.2.4.4.2. Seeks to address why and how these problems arose and how they are solved.
2.2.5. Implications for Teaching
2.2.5.1. Assess both the present technologies and past technologies.
2.2.5.2. Address why the changes occurred
2.2.5.3. Emphasize the importance of human influence on technology development.
2.2.5.4. Teach the contrasting "Media Ecology" perspective.
3. EdTech Theories
3.1. TPACK
3.1.1. Three types of knowledge
3.1.1.1. Technology Knowledge
3.1.1.1.1. Digital technologies
3.1.1.1.2. Understanding the uses of technology
3.1.1.1.3. Apply technology in a learning environment
3.1.1.2. Pedagogical Knowledge
3.1.1.2.1. Knowledge about how students learn
3.1.1.2.2. How to make subject understandable
3.1.1.2.3. How to teach
3.1.1.3. Content Knowledge
3.1.1.3.1. Command of the subject
3.1.1.3.2. Concept knowledge
3.1.1.3.3. Conceptual frameworks
3.1.2. Must understand the relationships between the three types of knowledge
3.1.2.1. Complex relationship
3.1.2.2. Describes how to integrate technology effectively.
3.1.2.3. Pedagogical Content Knowledge
3.1.2.3.1. How to make a specific subject understandable
3.1.2.3.2. What makes the subject difficult to learn
3.1.2.3.3. Common misconceptions
3.1.2.4. Technological Content Knowledge
3.1.2.4.1. How technology can improve teaching content
3.1.2.4.2. Using technology to represent ideas
3.1.2.5. Technological Pedagogical Knowledge
3.1.2.5.1. How technology enables teaching approaches
3.1.2.5.2. Constraints that technology have
3.1.2.6. ALL THREE
3.1.2.6.1. Dynamic interplay between all above types of knowledge
3.1.2.6.2. Complex relationships
3.1.2.6.3. Overlap between teacher, student, content, technology, and practice.
3.2. Philosophy of Teachology
3.2.1. The beliefs a teacher has about technology
3.2.1.1. Personal
3.2.1.2. Shaped on past
3.2.1.3. Variable from one teacher to another
3.2.2. How technology influences the classroom
3.2.3. How technology can be effectively used as a teaching tool.
3.2.4. Constantly evolving as a teacher develops
3.2.4.1. Influenced by new technologies
3.2.4.2. Influenced by experience with technology