1. "TEACHnology"
1.1. My BELIEF about how TECHNOLOGYwill INFLUENCE my TEACHING PRACTICES
1.1.1. How MUCH/LITTLE
1.1.1.1. PROGRAMS I will INCORPORATE into my classroom
1.2. ESSENTIAL for becoming a Teacher
1.3. A MUST-HAVE for my ePortfolio
1.4. It will CHANGE & GROW with the technology available.
1.5. Must WALK THE WALK
2. TPACK
2.1. The PHILOSOPHY behind 'Teachnology'
2.1.1. Reflective FRAMEWORK for PURPOSEFUL use of Technology in the Classroom
2.1.2. ***Technology plays a ROLE in CONTENT & PEDAGOGY
2.1.3. Must be approached in the PROPER CONTEXT
2.2. (3) Primary Areas of TPACK Framework
2.2.1. (1) Technology Knowledge (TK)
2.2.1.1. Software/Computers
2.2.1.1.1. Do you know how to use it?
2.2.2. (2) Content Knowledge (CK)
2.2.2.1. Program of Studies
2.2.2.1.1. Students have nec. CONTENT SKILLS required for the task
2.2.3. (3) Pedagogical Knowledge (PK)
2.2.3.1. How to Teach
2.2.3.1.1. Tasks are well suited to Outcomes and Learners
2.3. COMBINATIONS in Primary Areas
2.3.1. (TPK) Technology MEETS Pedagogy
2.3.1.1. Technology INFORMS Pedagogy
2.3.1.1.1. Does the Tool FIT the Task?
2.3.2. (TCK) Technology MEETS Content
2.3.2.1. Technology INFORMS Content
2.3.2.1.1. ACCESS to Internet Connection
2.3.2.1.2. Smartnotes-Language
2.3.2.1.3. Graphing Calculators-Math
2.3.3. (PCK) Pedagogy MEETS Content
2.3.3.1. Is the PEDAGOGICAL strategy of TASKS appropriate for ACTIVITIES & CONTENT?
2.3.3.1.1. Are there other STRATEGIES that I could have used BUT was UNCOMFORTABLE/NOT CONFIDENT WITH?
2.4. IDEAL Combination (TPACK)
2.4.1. COMPLETE INTERPLAY between (PK), (CK), (TK)
2.4.1.1. Does not happen on a REG basis due to factors such as: Resources, Training, Internet Access, Time, etc.
2.4.1.1.1. Be THANKFUL when TPACK is accomplished and JOURNAL about it for future reference-right RECIPE for SUCCESS is EVERCHANGING
2.4.2. "WICKED PROBLEMS with TPACK" Koehler & Mishra
2.4.2.1. INCOMPLETE, CONTRADICTORY, CHANGING REQUIREMENTS
2.4.2.2. Consistent SOLN'S in EVER-CHANGING STATE
2.4.2.3. EVOLVING SOCIAL CONTEXTS
2.4.2.3.1. SENSE of your STUDENTS will change from class to class: is TPACK appropriate for THIS group?
2.5. Should be APPLIED to
2.5.1. Professional Development (PD)
2.5.2. Teacher Education: Life-Long Learning
2.5.3. Lesson Plan Evaluation
3. MEDIA ECOLOGY
3.1. BASIC PRINCIPLES
3.1.1. Motto: "The medium is the message."
3.1.2. Key Theorists: Postman, McLuhan
3.1.3. "The study of media an environments"
3.1.4. Media is NOT an Institution or an orgainzation
3.1.5. EXAMPLES of Media include:(1) Technology (2) Symbol Systems (3) Code
3.1.6. How media of communication affect human perception, understanding, feeling, and value; and how our interaction with media facilitates or impedes our chances of survival. EXAMPLE: My chances of survival in the teaching world are directly affected by how much I embrace the concept of "Teachnology"
3.1.7. ***It tries to find out what roles media force us to play, how media structure what we are seeing, why media make us feel and act as we do.
3.2. IMPLICATIONS FOR EDUCATION
3.2.1. Task 1
3.2.2. Task 2
3.3. ON-LINE READINGS
3.3.1. Article: http://www.media-ecology.org/media_ecology/index.html
3.3.2. Video: http://www.youtube.com/watch?v=osKSiQVody4
4. SOCIAL CONSTRUCTION OF TECHNOLOGY (SCOT)
4.1. IMPLICATIONS FOR TECHNOLOGY
4.2. BASIC PRINCIPLES
4.2.1. Motto: "Technology is shaped by human action." (Social Constructivists)
4.2.2. Key Theorists: Bijker, Pinch
4.2.3. A tool to help determine the reasons why a particular technology was a success or a failure
4.2.4. Society determines the success or failure of a particular technology independent of its technical design qualities
4.3. IMPLICATIONS FOR EDUCATION
4.4. ON-LINE READINGS
4.4.1. Wikipedia: http://en.wikipedia.org/wiki/Social_construction_of_technology
5. COGNITIVE LOAD THEORY
5.1. BASIC PRINCIPLES
5.1.1. Motto: "The mind is a computer."
5.1.2. Key Theorists: Piaget, Gagne, Vygotsky, Bruner
5.1.3. TOO MUCH information to process at one time will OVER-LOAD your WORKING MEMORY and you will be OVERWHELMED. Example: When I was first learning Danish I could not distinguish the sounds and it all sounded like really loud white-noise. As a result I had a headache for the first couple of days in Denmark.
5.1.3.1. COMPENSATING FOR OVERLOAD: Organizing information by CHUNKING, which will break down your task in to MANAGEABLE PIECES
5.1.4. NOT ENOUGH information to process at one time will UNDER-LOAD your WORKING MEMORY and you will be BORED. Example: When a professor is enjoying the sound of his voice, I tend to doodle in my notebook or make lists.
5.1.5. WORKING MEMORY
5.1.5.1. EXTRANEOUS CL: Imposed from the OUTSIDE WORLD (Powerpoint)
5.1.5.2. INTRINSIC CL: Imposed by TASK (What are you asked to do?
5.1.5.3. GERMANE CL: PROCESSING INFO (Eiffel Tower as example of a schema)
5.2. IMPLICATIONS FOR EDUCATION
5.2.1. Find a HAPPY MEDIUM to ELIMINATE Over/Underload
5.2.2. Task 2
5.3. ON-LINE READINGS
5.3.1. Article: http://im404504.wikidot.com/cognitive-learning-theory
5.3.2. Video: http://www.youtube.com/watch?v=9ZcjWzXTHng
6. CONNECTIVISM (2006)
6.1. BASIC PRINCIPLES
6.1.1. Motto: "A learning theory for the digital age."
6.1.2. Key Theorists: Siemens, Downes
6.1.3. Connectivism uses NETWORKS to learn. EXAMPLE: Professional Learning Networks
6.1.3.1. BUILD your NETWORK and the SOURCES will come>>> ACCESS your SOURCES as you NEED them.
6.1.4. Knowledge & Learning CAN exist WITHOUT people
6.1.5. KEY IDEAS: (1) Currency (2) Diversity of Opinions (3) Connecting to Specific Learning Sources (4) Ability to SEE Connections (5) Nurture & Maintain PLN
6.1.6. THE SHRINKING HALF-LIFE: The “half-life of knowledge” is the time span from when knowledge is gained to when it becomes obsolete.
6.1.7. EXAMPLES: Massive Open On-Line Course, Twitter, Facebook, Reddit, Evernote
6.1.8. Any communication where we can STORE data: E-Mail, Webcam, PLN
6.2. IMPLICATIONS FOR EDUCATION
6.2.1. Students may think they know everything and may lose respect for teachers if the teacher is deemed OBSOLETE
6.2.2. Schools need to play CATCH-UP to the Digital Era so graduates are at a competitive level when it comes to technology.
6.3. ON-LINE READINGS
6.3.1. Connectivism: A Learning Theory for the Digital Age http://www.elearnspace.org/Articles/connectivism.htm
7. CONSTRUCTIVISM
7.1. BASIC PRINCIPLES
7.1.1. Motto: "The mind is a rhizome (network)"
7.1.2. Key Theorists: Based upon Vygotsky's "Zone of Proximal Development"
7.1.2.1. Students, with the help of the teacher, will work slightly above what they are capable of achieving on their own.
7.1.3. Main Focus: WHAT the person KNOWS
7.1.4. TEACHER: Facilitator as opposed to Lecturer
7.1.5. TYPES of Learning: (1) Problem-Based (2) Discovery (3) Collaborative (4) Active
7.1.6. Start Point: COMPLEX PROBLEM
7.1.7. Goal: Learn Basic Skills WHILE Solving Complex Problem
7.1.8. Activity EXAMPLE:CONSTRUCTIONISM: Learning by Making-LEGO ROBOTICS
7.2. IMPLICATIONS FOR EDUCATION
7.2.1. CRITICISMS: (1) Time Consuming (2) Subjective Learning (3) Requires Mature Learners who are SELF-MOTIVATED (4) Difficult to Assess (5) IMPRACTICAL if student does not possess PRIOR KNOWLEDGE (6) Lack of Research and Empirical Evidence
7.2.2. Empowers students by building their PLN
7.3. ON-LINE READINGS
7.3.1. Constructivism Basics Slide Show: www.elearnspace.org/Articles/connectivism.htm
7.3.2. Video: http://teachertube.com/viewVideo.php?title=What_Is_Constructivism__&video_id=31099
7.3.3. Constructivism as a Paradigm for Teaching and Learning: http://www.thirteen.org/edonline/concept2class/constructivism/index.html