1. Constructivism
1.1. human learning is constructed
1.2. learners build new knowledge on top of previous experience
1.3. prior knowledge will influence what new knowledge they will construct
1.4. understanding can change to accomodate new experiences
1.5. students are responsible for their own learning
1.6. people who can learn to work together and negotiate will find solutions through shared learning
1.7. the teachers try to hold less authority and assume new roles
1.7.1. encourage students to try new techniques (ie. experiments, and real-world problem solving)
1.8. encourages reflection of knowledge
1.9. Implications of Education
1.9.1. reinforces independence in the children, so that they can learn how to be on their own and find sources on their own
1.9.2. teachers can still find the zone of proximal development, but this way they can find ways so they don't need to hold the child'd hand every step of the way
1.9.3. since it encourages reflection of knowledge the kids can learn good ways to review work, and work together and build relationships with their peers.
2. Behaviourism
2.1. learning is passive
2.2. learning is a complex process of responses to several kinds of distinct stimuli
2.2.1. related to the 3 term contingencies
2.2.1.1. discrimitave stimuli
2.2.1.2. response
2.2.1.3. reinforcing stimuli
2.3. this theory is concerned with actions as the sites of knowing, teaching and learning
2.3.1. POSITIVE REINFORCEMENT: involves a stimulus that increases the likelihood of a particular response
2.3.2. NEGATIVE REINFORCEMENT: increases the probability of the desires response and involves removing an undesirable stimulus upon completion of desired response
2.3.3. PUNISHMENT: used to erase undesirable behaviour by presenting a distressing stimulus when the behaviour occurs
2.4. change in observable behaviours = manifestations of learning
2.5. changes in behaviours due to influence and control of external environment
2.6. the environment created determines what is learned
2.7. learning is a function of change in a behaviour
2.8. Implication of Education
2.8.1. it's a reliable theory for teaching students
2.8.2. reinforces good behaviour in children so that they can learn better within the classroom
2.8.3. you can learn how to create helpful environments for the children so learning can be fun and interesting while at the same time, helping them learn as much as they can
3. Media Ecology
3.1. study of media environments
3.2. idea that technology and techniques, modes of information and codes play a leading role in human affairs
3.3. deemed "the second great transition in the history of mankind"
3.4. also known as the study of complex communication systems as environments
3.5. our interactions with the media facilitates and impedes our chances of survival
3.6. how media structures what we are seeing
3.7. why media makes us feel and act as the way we do
3.8. the definition is also reversible, can also be the study of environments as media
4. Connections between the theories
4.1. they are all related to learning
4.2. they can all at one point be used in the classrooms
4.3. they are interrelated in the sense that they are tools teachers can use within the classrooms, and they can overlap
4.4. each theory can have benefits to different kinds of learners within the classroom, its not difficult to transition from one to another
5. TPACK
5.1. involes pedagogy, content and 21st century teaching
5.2. its a framework that identifies the knowledge teachers need to teach effectively with technology
5.3. has to do with Lee Shulman's studies on TPACK
5.4. believes that there are 3 primary forms of knowledge
5.4.1. content (CK) knowledge of the subject area
5.4.2. Pedagogy (PK) knowledge of how to teach questions
5.4.3. Technology (TK) knowldege of different types of technology tools that can be integrated into teaching and how to use them
5.5. simple framework by which to conceptualize the role of technology in teaching and learning
5.6. technology is not treated as benign, it plays a role in influencing both content and pedagogy and vice versa
5.7. provides a reflective framework for the purposeful use of technology in the classroom
6. Philosophy of Teachology
6.1. has 4 basic principles
6.1.1. Alignment - technology used for a purpose - consider technology that most closely in alignment with your teaching skills and needs of your students
6.1.2. Assessment - guidance when learning with technology - clear guidelines with how they're going to learn with online assignments
6.1.3. Reinforcement - technology as supplement for teaching
6.2. Accessibility - technology you intend to use is accessible to students - your own access to technology, be familiar with it, and ensure the technology in the classroom is functioning properly
6.3. raises awareness, comfort levels, and tries to encourage the use of technology to influence the classroom
7. Connectivism
7.1. learning theory for the digital age
7.2. "whole of learning" , not just gaining skill and understanding, but actuation is needed.
7.2.1. knowing where to find information is more important that knowing the information
7.3. maintaining connections to facilitate learning
7.4. different approaches and personal skills are needed to learn decision making
7.5. occurs as a part of a social network of many diverse connections and ties
7.6. implications of education
7.6.1. technology allows teachers and students to explore more options for learning
7.6.2. can connect with kids all around the world
7.6.3. fun way to learn within the classroom
8. Cognitivism
8.1. computer information processing model
8.2. related to the cognitive load theory
8.2.1. information processing theory, used to explain limits of working memory.
8.2.2. long term memory is virtually unlimited and helps the working memory
8.2.3. automation is something you want to achieve, means doing something without conscious thought
8.2.3.1. results from well developed schemas due to the working memory's interaction with the long term memory
8.2.4. 3 types of cognitive loads
8.2.4.1. EXTRANEOUS: caused by inappropriate instructional designs that force the working memory to focus away from building schemas into long term memory
8.2.4.2. INTRINSIC: caused by the irreducible complexity of elements interacting in working memory
8.2.4.3. GERMANE: caused by effortful learning resulting in schema construction and process of automation
8.3. Implications of Education
8.3.1. used before in classrooms, so it's reliable
8.3.2. a good way to understand how the minds of young children works so teachers can utilize all their time
8.3.3. can help kids really hammer in information into their brains