1. TECHNOLOGY
1.1. Social Construction
1.1.1. social context
1.1.1.1. human action>creation of technology
1.1.1.1.1. redefinition of the problem
1.1.1.2. acceptance/ rejection of technical criteria
1.1.1.2.1. rhetorical closure
1.1.2. dynamic change
1.1.2.1. interpretive design/flexibility
1.1.2.1.1. reciprocation between social>environment aspects
1.1.2.2. conflicting interpretations
1.1.2.3. social grouping
1.1.2.3.1. elitist/ cliquey
1.2. Media Ecology
1.2.1. technology/ techniques
1.2.1.1. evolution to man's knowledge status/ 'image' of reality
1.2.1.2. process/ human interaction with: success/ impedence
1.2.2. complex communication environment
1.2.2.1. medium/ mode> application of knowledge, formal or explicit role
1.2.2.2. modes of organizing information/ communication
1.2.2.3. structure> content> impact on thinking, feeling, & behaving
2. LEARNING
2.1. Connectivism
2.1.1. technology tools may enable
2.1.1.1. knowledge of where to get info over knowing the info
2.1.1.2. current/ up to date info
2.1.2. can be seen as informal
2.1.2.1. variety in ways to learn, not just in class,
2.1.2.2. assessment & validation via critical thinking for the dynamism of info -->learning creation/ learning consumption
2.1.3. networks/ options
2.1.3.1. exponential learning capabiltities/ capacities
2.1.3.2. database/ community creation, not solely individual
2.1.3.3. critical thinking about connections and organization of knowledge
2.2. Constructivism
2.2.1. prior knowledge foundation>new layers of info
2.2.1.1. reflection and inference
2.2.1.2. active accommodation> question/ assess knowledge
2.2.2. authentic learning, may be collaborative
2.2.2.1. dialogue
2.2.2.2. experiencing/ exploring new things
2.2.2.3. actively learning HOW to learn
2.2.3. spiral of knowledge, accumulation
2.2.3.1. problem solving
2.2.3.2. inquiry based learning
2.2.3.3. hypothesize/test info
2.3. Cognitive Load
2.3.1. magic # 7
2.3.1.1. +/- 2 bits of data available in working memory
2.3.2. structural: data>working memory (schemas)>long term memory
2.3.2.1. 'chunking' info for organization into schemas
2.3.2.2. repetition/ rehearsal
2.3.2.2.1. automation
2.3.2.3. landscaping knowledge
2.3.2.3.1. mapping connections
2.3.3. 3 types
2.3.3.1. extraneous: outside the box, not connected via schema creation
2.3.3.2. intrinsic: complex interactions w/in the working memory
2.3.3.3. germaine: effort>schema>automation
3. Ex of Mind Map Organization: TYPE OF THEORY
3.1. Theory name
3.1.1. basic principles
3.1.1.1. implications for education
3.1.1.1.1. Arrows of various colors show connections
4. TPACK
4.1. basic principles & elements
4.1.1. Content Knowledge
4.1.2. Pedagogical Knowledge
4.1.3. Technology Knowledge
4.2. Venn diagram showing how each of the basic principals & elements overlap and intersect
4.2.1. Acummulation of all related components make up the whole
4.2.2. Varying overlap of TPACK components individualized per a teacher and their own knowledge
4.2.3. dynamic relationships between components
4.2.4. Contextual influences on components
5. PHILOSOPHY OF TEACHNOLOGY
5.1. basic principles & elements
5.1.1. Teacher designates their outlook on the role of technology in their classroom and teaching pedagogy
5.1.2. Teachers personal philosophy based on their knowledge of diverse areas for technololgy integration, such as TPACK