1. Technology theories
1.1. Social construct of technology
1.1.1. Basic principles
1.1.1.1. technology does not determine human action, but that rather, human action shapes technology.
1.1.1.2. The ways a technology is used cannot be understood without understanding how that technology is embedded in its social context.
1.1.2. Implications for teaching
1.1.2.1. We must understand that humans wants and desires shape the way technology will develope
1.2. Media ecology
1.2.1. Basic principles
1.2.1.1. The idea that technology and communication play a huge role in development and humanity
1.2.1.2. Study of complex communication systems as environments.
1.2.1.3. Interactions of communications media, technology, and processes with human feeling, thought, and behavior
1.2.2. Implications for teaching
1.2.2.1. Must understand our technological environment shapes our learning and development
2. Philosophy of teachnology
2.1. Is a teachers view about not only teaching, but how to incorporate technology into those practice
2.2. It is best to write it down and constantly reflect on it
2.3. It is a dynamic and fluid document that will change with you as a teacher
2.4. As you grow, so will your philosophy of teachnology
3. Learning theories
3.1. Constructivism
3.1.1. Basic principles
3.1.1.1. Learning is constructed
3.1.1.2. Build upon previous knowledge
3.1.1.3. Learners interact with new ideas and either accommodate it to previous learning, or create new groups of knowledge
3.1.2. Implications for teaching
3.1.2.1. Emphasize authentic, challenging projects
3.1.2.2. Learners assume responsibility of their learning
3.1.2.3. Need to develop meta cognitive abilites
3.2. Cognitive load
3.2.1. Basic principles
3.2.1.1. Explains limits of working memory
3.2.1.2. Long Term Memory is virtually unlimited and assists Working Memory.
3.2.1.3. Working Memory can only handle 7 disconnected items at once.
3.2.1.4. Schemas are memory structures written in Long Term Memory by Working Memory.
3.2.1.5. 3 types of cognitive load
3.2.1.5.1. Extraneous load is caused by inappropriate instructional designs that force working memory to focus away from building schemas into long term memory.
3.2.1.5.2. Intrinsic load is caused by the irreducible complexity of elements interacting in working memory.
3.2.1.5.3. Germane load is caused by effortful learning resulting in Schema construction and the process of automation.
3.2.2. Implications for teaching
3.2.2.1. Working memory can operate more efficiently when information is presented to the learner in meaningful chunks.
3.2.2.2. Repetition is key for making knowledge automated
3.2.2.3. For complex concepts, the more background knowledge the better.
3.3. Connectivism
3.3.1. Basic principles
3.3.1.1. Learning is a process of connecting specialized nodes or information sources.
3.3.1.2. Thinking and emotions influence each other.
3.3.2. Implications for education
3.3.2.1. New technologies shape the way we think and learn.
3.3.2.2. New technology alters the way we access resources and materials
4. TPACK
4.1. Investigates the connection and interplay between the 3 important areas a teacher must be familiar with
4.1.1. Pedagogy
4.1.2. Content
4.1.3. Teachnology