1. Technology Theories
1.1. Media Ecology
1.1.1. Postman
1.1.1.1. sudy of media as environments
1.1.1.1.1. media is not an object or an institution
1.1.2. includes technology, sybol systems, codes, art
1.1.2.1. therefore society is incredibly influenced - considering all of these
1.1.2.1.1. also considers how our interactions actually influence our lives - good or bad?
1.1.3. How does media effect us?
1.1.3.1. how we see the world?
1.1.3.2. how me act?
1.1.3.3. the roles we take one because of it?
1.1.3.4. tells us what we can and cannot do? - rules
1.2. Implications for educators
1.2.1. how do we use within our classrooms
1.2.1.1. we must make sure what we are using in influencing for good
1.2.1.2. some people are going to be influenced differently than others - need to keep an open mind
1.2.1.3. see media as an environment and not an object
1.3. SCOT
1.3.1. Social Construction of Technology
1.3.1.1. How we interact with technology determines the use for it, and not the other way around
1.3.1.1.1. Society makes the decision for what is the best technology, as apposed to the technology actually being the best
1.3.1.2. Interpretive Flexibility
1.3.1.2.1. This means that different people are going to have different outlooks on the technologies strengths and weaknesses
1.3.2. This can be used to decide whether a technology should be used or not
1.3.2.1. depending on the person using, the time, the environment and for what purpose
1.3.2.1.1. teachers need this to consider when and where a technology tool is used - what is best?
1.3.3. Critics
1.3.3.1. does not consider the consequences of the technology
1.3.3.2. does not consider social groups who may not have an opportunity to give their thoughts, but who are ultimately affected by the tool
1.3.3.3. does not make a moral judgment
2. Technology Frameworks
2.1. TPACK
2.1.1. Content Knowledge CK
2.1.1.1. This is the educators knowledge of the content they are teaching
2.1.1.1.1. do the students have all the information and scaffolding they need to accomplish the task?
2.1.2. Pedagogical Knowledge PK
2.1.2.1. This is the teachers knowledge of HOW to teach the lesson (content)
2.1.2.1.1. have I created task that are suitable for the topic and are going to be the most beneficial for the students?
2.1.3. Technological Knowledge TK
2.1.3.1. This is the ability to use the technology within the classroom and the lesson
2.1.4. very difficult to have all three of the above aspects within one lesson - therefore it does not have to me done in EVERY lesson
2.1.4.1. however it is the most beneficial for our students when they can all be used
2.1.5. Contexts
2.1.5.1. This is the overall enviornment that these three aspects exist
2.1.5.1.1. eg. age, culture, time, space
2.2. Philosophy of Teaching
2.2.1. This is your personal view of how to incorporate technology into the classroom
2.2.2. very important for teachers as the future is continuously growing in technology
2.2.3. this philosophy is going to continue to change over time as you learn and grow and consider different points of view
2.2.3.1. keeping in touch with other professionals will allow you to see different sides and come to your own conclusions
2.2.3.1.1. make sure to nurture networks
3. Learning Theories
3.1. Constructivism
3.1.1. The mind is a network and knowledge is contantly being built
3.1.1.1. We must be actively interacting and building connections ourselves for learning to occur
3.1.1.1.1. constructing ones own knowledge from ones own experiences
3.1.2. Given a complex problem and learn basic skills while trying to solve this problem
3.1.2.1. Usually the goal is to learn the basic skills and not only the end result
3.1.2.1.1. Discovery learning, collaborative, authentic tasks, zone of proximal development
3.1.3. Crictics
3.1.3.1. time consuming and difficult to assess
3.1.3.2. subjective learning
3.1.3.3. requires learners to be mature
3.1.3.4. learner NEEDS prior knowledge to make this learning meaningful
3.1.4. Implications for educators
3.1.4.1. a lot more time should be taken to allow students to create
3.1.4.2. making sure that everyone has the appropriate background knowledge is vital
3.1.4.3. always watching and observing - need to be able to record thier learning (assessment)
3.2. Cognitive Load
3.2.1. Part of Cognitivism
3.2.1.1. created in response to Behaviourism
3.2.2. Working memory
3.2.2.1. taking the information from sensory and building knowledge based on what we already know
3.2.2.1.1. Overload
3.2.2.1.2. Underload
3.2.3. There are methods we use to stop this - what teachers need to consider
3.2.3.1. Chunking
3.2.3.1.1. chunking information into smaller units so that we do not get overwhelmed by large amounts of information all at once
3.2.3.2. Learning Structures
3.2.3.2.1. ways in which we learn the best (everyone will be different) - we can learn to work within our own and therefore be able to deal with situations of 'Load'
3.2.4. Critics
3.2.4.1. Ignores affective and psychomotor learning
3.3. Behaviorism
3.3.1. Pavlov, Skinner, Thorndike, Watson
3.3.1.1. Mind is a blank slate
3.3.2. Conditioning based on an environmental stimulus
3.3.2.1. Operant conditioning
3.3.2.1.1. Rewarding fro desired behaviour
3.3.2.2. Negative Reinforcement
3.3.2.2.1. Taking something away to get desired behaviour
3.3.3. Modeling, Shaping, Cueing, Drill and Practice - how the students are going to learn best
3.3.4. Teacher Directed and Direct Instruction
3.3.5. Critics
3.3.5.1. Oversimplifies learning
3.3.5.2. Learning is not always tied to behaviours or require rewards and punishments
3.3.5.3. The mind is not a blank slate
3.3.5.4. People can adapt
3.4. Connectivism
3.4.1. Siemens and Downes
3.4.1.1. knowledge exists in the networks you create
3.4.2. Knowing how to find the answers to your questions
3.4.2.1. there is so much information in the World that it is impossible to know everything. Therefore we connect with experts who will teach us
3.4.2.1.1. nurturing and protecting these connections is very important
3.4.3. MOOC - Massive Open Online Course
3.4.3.1. free and open course where everyone involved works together to add their expertise and create a course (sharing of information
3.4.3.1.1. Universities have adapted their own form where they can provide a free and open course for students looking to learn - but information is given by one individual and not as a whole network
3.4.4. Critics
3.4.4.1. informal vs formal learning - no distinction
3.4.4.2. some say that this is not a NEW theory
3.4.4.2.1. universities have been offering this kind of learning - people take courses from experts to learn about something specific
3.4.5. Implications for educators
3.4.5.1. must keep up to date on our own connections so that we are always learning
3.4.5.2. provide opportunities for students to find thier own connections
3.4.5.3. making sure students understand the importance of constant connection growth is important