1. Technology Theories
1.1. Social Construction of Technology (SCOT)
1.1.1. Technology does not determine an individual action, but it is the action of an individual that shapes technology
1.1.2. Not only a theory, but also a methodology (it gives you step by step format for people to follow)
1.2. Media Ecology
1.2.1. There is no actual definition for media ecology, but the concept of it is the study of media as environments
1.2.2. It is not an object or an organization, but technology and techniques that has an impact on human understanding and value
1.2.3. Specific medium of communication makes a big differnece
1.2.4. Technology and techniques influences the society
2. TPACK
2.1. Technological Pedagogical Content Knowledge
2.2. Three main areas of knowledge
2.2.1. Pedagogical Knowledge (PK)
2.2.2. Technological Knowledge (TK)
2.2.3. Content Knowledge (CK)
2.3. The new kinds of knowledge that are in the intersection of the three domains of knowledge are Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK)
2.4. It is the knowledge teachers need to know in order to teach proficiently through technology
3. Learning Theories
3.1. Connectivism
3.1.1. There are so much knowledge out there that individuals cannot learn everything at once. We need to use networks to connect to others
3.1.2. Students obtain their competence by forming connections and reaching out
3.1.3. Teachers plan out activities and allow the students to find information and connect with experts to further their knowledge
3.1.4. When learners build their social network, they place themselves in the centre
3.2. Constructivism
3.2.1. Engages learners to be actively involved in the learning process
3.2.2. Learning is about the individual, making connections with the environment
3.2.3. Individuals are able to expand their knowledge by relating their prior knowledge with new situations
3.2.4. Teacher's main focus is to be a facilitator and to guide the students by asking them questions that will lead to a dynamic and interactive group discussion
3.3. Cognitive Load
3.3.1. Consists of working memory and long-term memory
3.3.2. Working memory is the active process in the brain that is involved in maintaining information in a short amount of time
3.3.3. In the Atkinson-Shiffrin model, memory goes from sensory to short term then to long term.
3.3.3.1. Since short term memory is too simple, working memory has replaced it
3.3.4. When teachers are presenting a lot of new information, students are able to chunk the content into smaller meaningful pieces, so that they are able to remember it easier
3.3.5. Teachers should consider the different students' learning level in class in order to avoid overloading or underloading their working memory