1. Technology Theories
1.1. SCOT
1.1.1. Technology does not determine human action; human actions and society shape technology .
1.1.2. This theory opposes Media Ecology
1.1.3. Intended uses for technology cannot be known without knowing the context we wish to use it within our society.
1.1.4. SCOT draws on work done in constructivism in the historical analysis of sociotechnical systems
1.2. Media Ecology
1.2.1. Argues technology influences humans and society
1.2.2. Popular theory because we are currently in a digital era.
1.2.3. As teachers we have to be sensitive about students accessibility to technology. Although many have access to computers and the internet, some students in lower income homes may not be able to fully experience different technologies. With technology intrinsically involved in our lives we have to support students as they learn about it.
2. Philosophy of Teachnology
2.1. A teacher’s personal philosophy about how they use technology as a teaching tool.
2.2. An example statement: I believe that technology is essential for modern teachers so they are able to efficiently teach subject matter to students by means they enjoy and are affluent with.
2.3. These statements are often influenced by learning theory and also draw on personal and educational experiences.
3. Learning Theories
3.1. Connectivism
3.1.1. Learning involves creating a network
3.1.1.1. Building a network enables us to have guides for everything.
3.1.2. Importance of seeing connections within our social sytems and keeping those connections for continual learning.
3.1.3. Learning occurs outside ourselves
3.1.4. This theory has similarities to the technology theories. Those theories detail the importance of how individuals use technology and how technology affects their everyday lives.
3.2. Cognitive Load
3.2.1. The Mind is a Computer
3.2.2. Explains the limits of working memory
3.2.3. If working memory is over loaded or under loaded learning can't occur
3.2.4. 3 types of cognitive load (CL)
3.2.4.1. 1. Extraneous CL- instructional designs where focus is taken away from the working memory to turn schemas into long term memory.
3.2.4.2. 2. Intrinsic CL- imposed by the learning task and how the elements interact in working memory.
3.2.4.3. 3. Germane CL- learning that results in Schema formation and the process of automation
3.2.5. Teachers must ensure tasks are cognitively appropriate for sudents - we want students to be where optimal learning will occur. Similar to constructivism this means students should build on what they know.
3.3. Constructivism
3.3.1. Building on prior knowledge
3.3.2. Formative assessments help teachers in examining where students are so they can build off of what they know.
3.3.3. Vygotsky -Zone of Proximal Development (ZPD)
3.3.3.1. Moving from the unkown to the known. Building off of the students ZAD (Zone of Actual Development).
3.3.4. What this means for teachers is that they must ensure students are at a place where they can learn the material. This could be in the form of formative assessments (non-graded quizzes, checklists, matching...etc.)It is of no use for students to learn without prior knowledge (they won't learn!).
4. TPACK
4.1. Interplay of 3 knowledge areas
4.1.1. Content Knowledge (CK)
4.1.1.1. Knowledge of subject area(s)
4.1.2. Pedagogical Knowledge (PK)
4.1.2.1. Knowledge of how to teach
4.1.3. Technological Knowledge (TK)
4.1.3.1. Knowledge of different types of technology tools that can be used in the classroom.