1. Learning Theories
1.1. Connectivism
1.1.1. Learning is not entirely in the control of an individual
1.1.2. Learning can reside outside of ourselves; the connections that enable us to learn more are more important than our current state of knowing.
1.1.3. The ability to draw distinctions between important and unimportant information is vital.
1.1.3.1. Teachers can assess students on their ability to find reliable and relevant sources
1.1.4. Creating and maintaining connections is needed to facilitate continual learning.
1.1.5. Decision-making is itself a learning process.
1.1.5.1. Students can decide what interests them the most from the curriculum, and actively seek out more information about it.
1.1.6. Knowledge is always changing; what is "Correct" today may not be tomorrow due to ever-growing knowledge.
1.1.7. Complete knowledge cannot be help in the mind of an individual, so it must be sought out in the rest of the world.
1.1.8. Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity.
1.1.9. Learning tools aren't as important as the connections made possible by them.
1.2. Behaviourism
1.2.1. We don't know what is going on inside a person's mind
1.2.2. Black box
1.2.2.1. Our mind is like a black box, we cannot see into it or know what is going on inside of it
1.2.3. Focussed on observable behaviour
1.2.4. Ivan Pavlov: behaviours can be learned through conditioning
1.2.4.1. Ex: Pavlov's dogs
1.2.5. B.F Skinner and operant conditioning: learning is a function of change in behaviour
1.2.6. Behavioural modification and token economies to teach children to learn new skills and overcome behavioural problems
1.2.7. Direct instruction: may have good results for children with behavioural problems
1.2.7.1. Repetition, drills and practice
1.2.7.2. Lessons are predictable
1.2.8. Break down tasks into small, manageable segments for teaching
1.2.8.1. Makes it easier and more clear for students as to what they are learning
1.2.8.2. Teachers must demonstrate each segment
1.2.9. Focuses on skills that will be used later
1.2.9.1. Example: learning basic mathematical skills that may be used later in a job
1.2.10. Learning is passive and requires external reward
1.3. Cognitive Load
1.3.1. Our working memory has a finite capacity
1.3.1.1. Portion that processes visual information (visual scratch pad), and another (phonetic scratch pad) that processes words
1.3.1.2. 7 (+ or - 2) chunks of information
1.3.1.2.1. Ex: numeric digits
1.3.1.3. can only be remembered from 30 seconds to 2 minutes
1.3.2. Learning requires maximum use of our working memory
1.3.3. Must create connections between existing information and data held in working memory to create schema.
1.3.3.1. Schema are complex patterns of information that are stored in our long-term memory
1.3.4. Demonstrates why cramming doesn't work for tests; the working memory can only hold so much information
1.3.5. Long-term memory can hold vast and complex data
1.3.6. Used to explain the limits of working memory based on current knowledge of human cognitive structure
1.3.7. This theory can be used to aid students in memorization for tests or for remembering information for later schooling/ careers
1.4. Contructivism
1.4.1. Learners are not empty vessels to be filled with knowledge. Instead, learners are actively attempting to create meaning.
1.4.2. Learners create knowledge as they attempt to understand their experiences
1.4.3. Has roots in philosophy, psychology, education and sociology.
1.4.4. Knowledge is constructed
1.4.5. Learners build new knowledge on the foundation of previous knowledge.
1.4.6. Learning is active
1.4.7. Emphasizes authentic and challenging projects that include students, teachers, and experts in the learning community
1.4.8. Students are mostly responsible for their own learning, with a teacher as a guide rather than a lecturer.
1.4.8.1. Teachers are there to construct knowledge
1.4.9. Group work encourages sharing of perspectives and gives students the ability to generate meanings and solution through shared understanding.
1.4.10. based on observation and scientific study
1.4.11. Students learn how to learn
2. Technology Theories
2.1. Media Ecology
2.1.1. Introduced by Neil Postman in 1968
2.1.1.1. Said Media Ecology is the study of media as environments
2.1.2. Many definitions
2.1.2.1. For Toronto School, and the New York School, it is technological determinism, hard and soft, and technological evolution. It is media logic, medium theory, mediology.
2.1.2.2. McLuhan Studies, orality–literacy studies, American cultural studies
2.1.3. Media Ecologists are interested in the interactions of communications media, technology, technique, and processes with human feeling, thought, value, and behaviour.
2.1.4. Media ecologists don't have a coherent framework in which to organize their subject matter or their question
2.1.5. Environments effect humans, so media ,as an environment, effects humans
2.2. SCOT
2.2.1. Social Construction of Technology
2.2.2. Advocates of SCOT are known as Social Constructivists
2.2.3. Technology doesn't determine human action, human actions develop technology
2.2.4. Used to determine the cause of why a technology is successful or fails
2.2.5. Blueray players vs. HD Players are an example of how technology is driven by human action
2.2.5.1. HD-DVD players failed mostly due to lack of availability of content. Movie studios and manufacturers were making more movies in Blue-ray rather than HD-DVD, so consumers bought more blue-ray. Eventually the HD-DVD player become obsolete because of this.
2.2.5.1.1. It didn't matter about whether or not HD-DVDs were better quality, the actions of the manufacturers and consumers ultimately decided the fate of the technology.
2.2.6. Social forces determines whether a technology fails or succeeds
2.2.7. Which technology is "the best" depends on how it is defined by the groups involved
3. TPACK
3.1. Technological Pedagogical Content Knowledge
3.1.1. interplay of three primary forms of knowledge
3.1.2. a framework that identifies the knowledge teachers need to teach effectively with technology
3.1.2.1. Pedagogical Knowledge
3.1.2.1.1. Knowledge about how to teach
3.1.2.2. Technological Knowledge
3.1.2.2.1. Knowledge about technology
3.1.2.3. Content Knowledge
3.1.2.3.1. Knowledge about curriculum
3.1.2.4. Technoloogical Content Knowledge
3.1.2.5. Pedagogical Content Knowledge
3.1.2.6. Technological Pedagogical Knowledge
3.1.3. All three forms of knowledge are important when it comes to being a well rounded teacher
4. Philosphy of Teachnology
4.1. A branch off from Philosophy of Teaching
4.2. A teacher’s personal philosophy about how they use technology as a teaching tool
4.2.1. A Philosophy of Teachnology takes the Philosophy of Teaching and purposely includes your views about the role technology should play in the classroom and the teaching and learning process.
4.3. My philosophy of teachnology:
4.3.1. Technology should be integrated into every classroom at all levels to ensure that students are best prepared for the challenges they will face in the modern world.
4.3.2. Technology should be used in classrooms when appropriate,but should not be used when it would be a hindrance to learning.
4.3.3. Teachers should instruct their students on how to use technology responsibly and become ethical digital citizens.
4.3.4. Teachers should model technology use to their students through their own responsible actions.
4.3.5. Technology use should be monitored in the classroom to ensure it is being used effectively and appropriately. If a student is misusing technology, the privilege could be taken away.