1. Technology Theories
1.1. SCOT
1.1.1. Basic Principles
1.1.1.1. social construction of technology
1.1.1.1.1. theory within the field of "Science and Technology studies"
1.1.1.2. Human actions shape technology rather than tech shaping society
1.1.1.2.1. example: creating bluetooth after texting while driving
1.1.1.3. also a methodology
1.1.1.3.1. steps and principles to follow when one wants to analyze the causes of technological failures or successes
1.1.1.4. those who seek to understand the reasons for acceptance or rejection of a technology should look to the social world
1.1.1.4.1. principle of symmetry
1.1.1.5. Interpretive flexibilty
1.1.1.5.1. each technological artifact has different meanings and interpretations for various groups
1.1.1.6. Trevor Pinch and Wiebe Bijker
1.1.2. Implications
1.1.2.1. teaching the importance of technology
1.1.2.2. growth of technology
1.1.2.3. the advancements of technology
1.2. Media Ecology
1.2.1. Basic Principles
1.2.1.1. multiple definitions
1.2.1.2. study of media as the environment
1.2.1.2.1. This is the North American notion
1.2.1.3. first formally introduced by Neil Postman in 1968
1.2.1.4. theory was proposed by Marshall McLuhan
1.2.1.4.1. media is either hot or cool
1.2.1.5. technology not only influences society, it also controls virtually all walks of life
1.2.1.6. how media and communication processes affect human perception and understanding
1.2.1.7. Media infuse every act and action in society
1.2.1.8. Media fix our perceptions and organize our experiences
1.2.1.9. Media tie the world together
1.2.1.10. Humans are affected by technology
1.2.1.10.1. The opposite is SCOT - where technology is affected by human actions and perceptions
1.2.2. Implications
1.2.2.1. use of media in classroom to enhance learning
1.2.2.1.1. smartboards
1.2.2.1.2. web programs
1.2.2.1.3. movies
1.2.2.1.4. music
2. TPACK
2.1. components
2.1.1. technology (TK)
2.1.1.1. Knowledge about how to integrate technology into the lesson
2.1.2. pedagogy (PK)
2.1.2.1. Knowledge about HOW to teach the students
2.1.2.1.1. classroom management
2.1.2.1.2. knowledge about how students learn
2.1.2.1.3. curriculum
2.1.2.1.4. assessment
2.1.2.1.5. multiple intelligenecs
2.1.3. content (CK)
2.1.3.1. knowledge on the specific subject area
2.1.3.1.1. for example expertise in chemistry
2.2. framework that identifies the knowledge teachers need to teach effectively with technology
2.3. framework extends Shulman’s idea of Pedagogical Content Knowledge.
2.4. TPACK image
2.5. three more knowledge bases teachers can ponder about when it comes to teacher
2.5.1. Pedagogical Content Knowledge (PCK)
2.5.1.1. Pedagogy and content is intertwined
2.5.1.1.1. How can I convey the content to the students
2.5.2. Technological Content Knowledge (TCK)
2.5.2.1. knowledge how technology can be used to teach the content in new ways
2.5.2.1.1. can the technology bring new content to the students?
2.5.3. Technological Pedagogical Knowledge (TPK)
2.5.3.1. "the affordances and constraints of technology as an enabler of different teaching approaches" (Mishra & Koehler, 2006)
2.5.3.1.1. does the tool I chose fit the task I want to do?
2.5.3.1.2. Does the tool make sense to the diverse learners in my classroom?
2.5.3.1.3. Is there another tool that is better suited for this task?
2.6. Context
2.6.1. dependent upon the environment
2.6.1.1. age
2.6.1.2. subject
2.6.1.3. program
3. Learning Theories
3.1. Cognitivism
3.1.1. Basic Principles
3.1.1.1. The mind can stand separate and independent from the body - knowledge is transferred from the outside of the mind to the inside of the mind
3.1.1.2. mental processes of integrating information and receiving information
3.1.1.3. Wilhelm Wundt established the first psychology laboratory
3.1.1.4. Edward Tolman's cognitive learning
3.1.1.5. Jean Piaget's cognitive development theory.
3.1.1.5.1. sensormotor, pre-operational, concrete operational and formal operational.
3.1.1.5.2. new information is shaped to fit with the learner's existing knowledge
3.1.1.5.3. existing knowledge can be modified to accommodate the new information.
3.1.1.6. Internal mechanism of human thought and the processes of knowing
3.1.1.7. Broadbent - Information Processing Theory - the human mind is like a working computer
3.1.1.7.1. basic mechanisms: three main memory storages in which the information is operated on
3.1.1.7.2. Processing is fixed, information goes into one memory to the other - dependent upon certain types of attention
3.1.1.8. Anderson's ACT-R system (Atomic components of thought) - two long term memories
3.1.1.8.1. a declarative (facts and goals, semantic network) and a procedural memory (rules)
3.1.1.9. Bartlett - Schema Theory
3.1.1.9.1. A schema is "a data structure for representing the generic concepts stored in memory.
3.1.1.9.2. knowledge we have stored in memory is organized as a set of schemata (mental representations)
3.1.1.9.3. schemata represent an active process and can change over time as a result of new experiences and learning
3.1.1.9.4. bottom-up processing relies on the data received through the senses
3.1.1.9.5. influence of prior knowledge is known as top-down processing
3.1.1.10. Cognitive Load
3.1.1.10.1. overload - too much information processed simultaneously
3.1.1.10.2. underload
3.1.1.10.3. intrinsic cognitive load
3.1.1.10.4. extraneous cognitive load
3.1.1.10.5. Germane cognitive load
3.1.2. Implications
3.1.2.1. Blooms taxonomy
3.1.2.1.1. 1. Knowledge-ability to remember learned information
3.1.2.1.2. 2. Comprehension-ability to understand the information learned
3.1.2.1.3. 3. Application-ability to apply the new information in concrete situations
3.1.2.1.4. 4. Analysis-ability to separate important from non-important information
3.1.2.1.5. 6. Evaluation-ability to judge the new information
3.1.2.1.6. 5. Synthesis-ability to reconstruct pieces of information to form new
3.1.2.2. Discovery learning in the classroom
3.1.2.2.1. discover relationship between knowledge
3.1.2.3. Teachers help students help by organizing information
3.1.2.4. scaffolding
3.1.2.5. practice for retention
3.1.2.6. mneumonic devices
3.1.2.7. mental maps
3.2. Constructivism
3.2.1. Basic Principles
3.2.1.1. Teacher is the facilitator who helps students construct knowledge
3.2.1.2. Students given opportunities to broaden their experiences and reflect upon those experiences
3.2.1.3. Learning process is a three step design
3.2.1.3.1. Discovery phase - students generate questions
3.2.1.3.2. concept introduction - teacher helps students create a hypothesis
3.2.1.3.3. concept application - students work on new problems
3.2.1.4. students are not blank slates or empty vessels that is filled with knowledge
3.2.1.5. student creates new understanding for himself/herself
3.2.1.6. Students control their own learning process
3.2.1.7. constructivist theory
3.2.1.7.1. when new information matches with prior knowledge student adds on
3.2.1.7.2. if information doesn't match previous knowledge - the student has to change her previous understanding to find a fit for the information
3.2.1.7.3. if information doesn't match previous knowledge, and it is ignored rejected bits of information may just not be absorbed by the student.
3.2.1.8. construct knowledge though assimilation and accomodation
3.2.1.9. Constuctivists
3.2.1.9.1. Piaget
3.2.1.9.2. John Dewey
3.2.1.9.3. Lev Vygotsky
3.2.1.9.4. Seymour Papert
3.2.2. Implications
3.2.2.1. curriculum emphasizes the big concepts
3.2.2.2. student questions and interests are valued
3.2.2.3. resources go way beyond the traditional textbook
3.2.2.4. learning is interactive
3.2.2.5. social interaction between teacher and students
3.2.2.6. Assessment: student works, observations, and points of view, as well as tests
3.2.2.7. knowledge is dynamic
3.2.2.8. students work in groups
3.2.2.9. active techniques (experiments, real-world problem solving
3.3. Connectivism
3.3.1. Basic Principles
3.3.1.1. Learning theory for the digital age
3.3.1.2. integration of cognition and emotions in meaning-making is important
3.3.1.2.1. thinking and emotions influence each other
3.3.1.3. Learning is a process of creating connections and developing a network
3.3.1.4. Learning has an end goal
3.3.1.5. Learning may reside in non-human appliances
3.3.1.5.1. community
3.3.1.5.2. network
3.3.1.5.3. database
3.3.1.6. Knowing where to find information is more important than knowing information
3.3.1.7. Learning and knowledge rest in diversity of opinions
3.3.1.8. Learning happens in different ways
3.3.1.8.1. courses
3.3.1.8.2. email
3.3.1.8.3. community
3.3.1.8.4. conversations
3.3.1.8.5. web search
3.3.1.8.6. blogs
3.3.1.8.7. PLN
3.3.1.9. Organizational and personal learning are integrated tasks
3.3.1.10. intent of connectivist learning
3.3.1.10.1. currency (up to date knowledge)
3.3.1.11. decision-making is itself a learning process
3.3.1.12. promoted by Stephen Downes and George Siemens
3.3.1.13. integration of principles explored by chaos
3.3.2. Implications
3.3.2.1. students report greater comfort with technology
3.3.2.2. students use these tools in other classrooms
3.3.2.3. students create extensive networks
3.3.2.4. group work
3.3.2.5. class discussions
3.3.2.6. teacher acts as a facilitator
3.3.2.7. technology
3.3.2.7.1. twitter
3.3.2.7.2. facebook
3.3.2.7.3. cellphones
3.3.2.7.4. emails
3.4. Behaviourism
3.4.1. Basic Principles
3.4.2. Implications
4. Philosophy of Teachnology
4.1. comes from the philosophy of teaching
4.1.1. beliefs about your current teaching practices
4.2. involves the use of technology
4.3. TPACK should inform your philosophy of teachnology
4.4. Examples
4.4.1. "My goal as a teacher is to provide children with a rich environment where they feel safe to explore, initiate learning, and feel free to express themselves"
4.4.2. "I believe that the use of technology in the classroom is essential in that it helps our students become modern citizens ready for real world problems"
4.5. My philosophy of teachnology
4.5.1. My role as a teacher is to be a facilitator and a respectable friend who allows her students to express themselves, seek guidance, and explore ideas