1. Technology Theories
1.1. Media Ecology
1.1.1. Implications for education
1.1.1.1. Open exchange of ideas, information, and research
1.1.1.2. a network for fellowship, contacts, and professional opportunities
1.1.1.3. Provide opportunities for professional growth and development
1.1.1.4. Provide a forum for student participation in an academic and professional environment
1.1.1.5. Develop and implement media ecology education at all levels of curricula for students
1.1.2. Basic Pinciples
1.1.2.1. Study of media environment
1.1.2.1.1. Technology, techniques, modes of information and codes of communication play a key role in human affairs.
1.1.2.2. Focuses on roles media forces us to play, how media structures what we see, and why media makes us feel and act as we do.
1.1.2.3. Humans affected by technology
1.1.2.4. Technological determinism and technological evolution.
1.1.2.5. A preparadigmatic science
1.1.2.6. How our interaction with media facilitates or impedes our chances of survival.
1.1.2.7. Media Ecology Association
1.2. SCOT
1.2.1. Basic Principles
1.2.1.1. Formalizes the steps and principles to analyze the causes of technological failures or successes
1.2.1.2. Social Construction Of Technology
1.2.1.3. To look at the social world to understand the reasons for acceptance or rejection of a technology
1.2.1.4. Human action shapes technology.
1.2.1.5. Understanding how technology is embedded in its social context
1.2.2. Implications for Education
1.2.2.1. Students need to know how humans affect technology as it has plays a huge role in our lives
1.2.2.2. The teachers should teach the students why technologies are accepted and which are rejected to be able to use proper technology in schools etc
1.2.2.3. Students get a chance to look at technology in a social context
1.2.2.4. Students can share their thoughts and ideas about what technologies are widely used and how they are important in todays society
2. Philosophy of Teachnology
2.1. Teacher’s personal philosophy about how they use technology as a teaching tool
2.2. Precursor is Philosophy is Teaching
2.3. Philosophy of Teaching Statements detail the teachers personal values and beliefs about teaching and learning
2.3.1. Statements influenced by the personal and educational experiences
2.3.2. Statements develop over time
2.4. personal beliefs about the roles of teachers, students and methods of teaching and assessment
2.5. Using technology in classrooms and for professional development
3. Learning Theories
3.1. Contructivist
3.1.1. Basic Principles
3.1.1.1. Learning is transferable
3.1.1.1.1. Learners can use their new understanding and techniques in other learning settings as well and apply it to real life
3.1.1.2. Learning how to think and understand.
3.1.1.3. Authentic Learning
3.1.1.3.1. Projects involve students, teachers and other experts
3.1.1.3.2. Learners are responsible for their own learning by monitoring and directing their own performance
3.1.1.4. Human learning is constructed
3.1.1.4.1. Building new knowledge on top of previous knowledge
3.1.1.5. Learning is active
3.1.1.5.1. Learners confront their understanding when they face a new learning situation.
3.1.1.5.2. Learners can modify knowledge based on previous knowledge and the new incoming information
3.1.1.6. Reception is the key
3.1.1.7. Collaboration
3.1.1.7.1. Generate meanings and solution through shared perspectives and understanding
3.1.1.7.2. Negotiate with others and evaluate their contributions
3.1.1.8. Reflective
3.1.1.8.1. Learners can control their own learning process by reflecting on their knowledge and experiences. They can question their learning process individually or in groups to improve and grow.
3.1.1.9. Inquiry Based
3.1.1.9.1. Learners can explore different topics, ask questions and find answers to those questions by using resources and working with others.
3.1.2. Implications for Education
3.1.2.1. Social interaction by involving students, teachers and other experts
3.1.2.2. Students can explore on their own and find solutions so their problems individually or in groups
3.1.2.3. Encourage and accept student autonomy and initiative
3.1.2.4. Use a wide variety of interactive materials and encourage students to use them
3.1.2.5. Teachers encourage discussion and open ended questions for students to construct knowledge
3.1.2.6. Build strong relationships with other students by working together
3.1.2.7. Develop creative thinking of students
3.2. Connectivism
3.2.1. Implications for education
3.2.1.1. Students can make connections with knowledge by doing different activities
3.2.1.2. Group work and class discussion for students
3.2.1.3. Students can learn by using technology in classrooms like cellphones, e-mail, Twitter, Facebook, etc
3.2.1.4. Teacher as a facilitator
3.2.1.5. Students can learn by working on goals that they want to accomplish
3.2.1.6. Students can update their knowledge on a daily basis rather than learning in chunks
3.2.2. Basic Principles
3.2.2.1. Learning has an end goal
3.2.2.1.1. Ability to do something
3.2.2.1.2. Actuation-To actually take action to reach the intital goal
3.2.2.2. Learning could be in non-human appliances like a database, or a netowrk
3.2.2.3. Connecting specialized nodes or information sources to improve learning
3.2.2.4. Integration of cognition and emotions in meaning
3.2.2.5. Learning theory for the digital age
3.2.2.5.1. Learning through courses, email, communities, conversations, web search, email lists, reading blogs, etc.
3.2.2.6. Nurturing and maintaining connections for learning
3.2.2.7. Knowledge exists in the world and the learner has to find it
3.2.2.8. Capacity to know more is more critical than what is known currently
3.2.2.9. An understanding of how both learners and organizations learn
3.2.2.10. Learning and knowledge relies in diversity of opinions
3.2.2.11. To be able to see connections between fields, ideas, and concepts
3.2.2.12. Up to date knowledge
3.3. Cognitive Load Theory
3.3.1. Basic Principles
3.3.1.1. Explains the limits of working memory based on current knowledge of working memory, long term memory, and schemas.
3.3.1.2. 3 types of cognitive loads
3.3.1.2.1. Extraneous, Intrinsic and Germane
3.3.1.3. Knowledge builds mentally in mind
3.3.1.4. Mental models and mind representations
3.3.1.5. Short term, long term and working memory
3.3.1.6. Nothing learned if not stored in long term memory
3.3.1.7. Information overload when working memory has to process too much too fast
3.3.1.8. Automation takes place from well developed schemas
3.3.1.8.1. Schemas are memory structures written in long term memory
3.3.2. Implications for education
3.3.2.1. Student remember ways of learning and thinking
3.3.2.2. Using cognitive strategies to learn and use that knowledge
3.3.2.3. Teachers need to know how much knowledge the students can process at a time and teach the material accordingly
3.3.2.4. Students can learn material through a series of worked (step by step) problems using their cognitive resources
3.3.2.5. Students can get feedback from teachers while solving problems
3.3.2.6. Teachers can redesign instructional material to decrease the levels of extraneous cognitive load
3.3.2.7. Chunking information for students to remember and learn easily
4. TPACK
4.1. Technological Pedagogical Content Knowledge
4.2. Includes knowledge required by teachers to integrate technology in their teaching
4.3. 3 kinds of knowledge needed for teachers
4.3.1. Content Knowledge(CK)
4.3.2. Pedagogical Knowledge (PK)
4.3.3. Technological Knowledge (TK)