Theories

1. Learning Theories

1.1. Connectivism

1.1.1. Learning is based on diversity of options provided to the learner

1.1.2. Learning is a process of connecting various sources of information

1.1.3. In order to facilitate life long learning, connections must be maintained and grown

1.1.4. The ability to see connections between many elements is central to implementing this learning theory.

1.1.5. Recently introduced theory with Canadian connections

1.2. Constructivism

1.2.1. Use of collaborative learning

1.2.2. Meta-cognition, self-efficacy, and self-regulation

1.2.3. Emphasises authentic and challenging tasks for students

1.2.4. Learning is an active process and continously ongoing

1.2.5. Human learning is constructed, where learners build new knowledge

1.2.6. Learners are not simply blank slates, but develop knowledge based on previous experience

1.3. Cognitive Load Theory

1.3.1. Theory used to describe the limits of working memory

1.3.2. Minds made up of working memory, long term memory, and schemas

1.3.3. 3 types

1.3.3.1. Extraneous

1.3.3.1.1. caused by inappropriate instructional designs that force working memory to focus away from building schemas into long term memory

1.3.3.2. Intrinsic

1.3.3.2.1. irreducible complexity of elements interacting in working memory

1.3.3.3. Germane

1.3.3.3.1. effortful learning resulting in Schema construction and the process of automation.

1.3.4. Instructional Design

1.3.4.1. Repitition

1.3.4.2. Knowledge Compression

1.3.4.3. Information Landscapes

1.4. Behavioralism

1.4.1. Pavlov

1.4.2. Positive/Negative Reinforcement/Punishment

1.4.3. "Learning as a complex process based on responces to different forms of stimuli

1.4.4. Skinner's 3 Stimuli

1.4.4.1. Discriminative Stimuli

1.4.4.2. Response

1.4.4.3. Reinforcing Stimuli

1.4.5. Environmental Changes

1.4.5.1. Motivating Operations

1.4.5.2. Abolishing Operations

1.4.5.3. Establishing Operations

2. Technology Theories

2.1. Media Ecology

2.1.1. The study of media enviroments

2.1.1.1. technologies and techniques play a role in human affairs

2.1.2. goal is to make implicit specifications explicit

2.1.3. metadicipline

2.1.3.1. "the interactions of communications media, technology, technique, and processes with human feeling, thought, value, and behavior"

2.1.4. preparadigmatic science

2.2. SCOT

2.2.1. Social construction of technologies

2.2.1.1. advocated by social constructivists

2.2.1.2. human action shapes technologies, and are not shaped by technologies

2.2.1.3. Core concepts

2.2.1.3.1. Interpretative Flexibility

2.2.1.3.2. Relevant Social Groups

2.2.1.3.3. Design Flexibility

2.2.1.3.4. Problems and Conflicts

2.2.1.3.5. Closure

2.2.2. also called technological constructivism

2.2.2.1. response to technological determinism

3. TPACK

3.1. 3 Knowledge Basis

3.1.1. Content

3.1.2. Pedigogical

3.1.3. Technology

3.2. The intersection of the 3 is TPACK

3.3. The knowledge teachers need to teach with technology

3.4. Every teaching situation is unique, and thus it is important to understand that the intersection of the 3 knowledge basis will vary

3.5. http://www.matt-koehler.com/tpack/what-is-tpack/using-the-tpack-image

4. Philosophy of Technology

4.1. Technology should be used for a purpose: should not be used simply to use technology

4.2. Technology should be accessible to everyone. Every student is not the same, so need aid when using technology and some do not have the SES to afford technology

4.3. If using technology ensure that students are also working towards learning objectives, and using the technology to achieve a specific outcome.

4.4. Technology should be used to reinforce materials covered in class.

4.5. Technology is a great tool for differentiating instruction to students, who may struggle with traditional teaching methods

4.6. Technology is great as a adaptation tool, to allow students with disabilities to engage in a class and with the materials