1. TPACK
1.1. There are three types of knowledge connected.
1.1.1. Content
1.1.1.1. What is being taught
1.1.2. Pedagogy
1.1.2.1. How it is being taught
1.1.3. Technology
1.1.3.1. What it is being taught with
1.2. Consists of Multiple components
1.2.1. Technology Knowledge (TK)
1.2.2. Content Knowledge (CK)
1.2.3. Pedagogy Knowledge (PK)
1.2.4. Techonological Content Knowledge (TCK)
1.2.5. Technological Pedagogical Knowledge (TPK)
1.2.6. Pedagogical Content Knowledge (PCK)
1.3. Based on a Venn Diagram that demonstrate the connections between the three components
1.3.1. Link to Image
1.4. Teachers build their lessons around this idea
1.4.1. Make sure that lessons try to encompass all the aspects of TPACK
2. Philosophy of Teachnology
2.1. Links to Philosophy of Teaching
2.1.1. Can be found in a teachers yearly plan.
2.1.1.1. Lists personal and educational goals and values. How technology can be used within the classroom and outside the classroom.
2.2. Includes the use of technology in the classroom, online and Professional Development
2.3. Constantly develops and changes throughout the year.
2.3.1. Not one set article.
2.3.1.1. Changes depending on the time available, student involvement, content, how relevant the use of technology is at the time, and availability of technology
2.4. Philosophy of Teachnology can include Personal Learning Networks.
3. Learning Theories
3.1. Connectivism
3.1.1. Basic Principles
3.1.1.1. Make connections and develop new networks.
3.1.1.2. Must stay up-to-date with connections
3.1.1.3. Nurture and maintain connections
3.1.1.4. Need to learn past current connections
3.1.1.5. Learning is active and continuous
3.1.2. Implications to Education
3.1.2.1. Provide opportunities for students to build, maintain, and grow connections.
3.1.2.2. Allow students to make their own opinions
3.2. Cognitive Load
3.2.1. Basic Principles
3.2.1.1. Two kinds of memory: 1: Long Term Memory 2: Working Memory
3.2.1.1.1. 1: Long Term Memory - Where the long term knowledge is stored. - Works directly with the working memory to process and learn.
3.2.1.1.2. 2: Working Memory - Takes in information and transfers it to long term memory
3.2.2. Implications to Education
3.2.2.1. Large concepts get broken down into smaller "chunks"
3.2.2.1.1. Too much information going into working memory all at once could result in an "overload"
3.2.2.2. Learning is best done through repetition
3.3. Constructivism
3.3.1. Basic Principles
3.3.1.1. Building connections by interacting with the environments.
3.3.1.1.1. Students learn through their own experiences
3.3.1.2. Vygotsky's Zone of Proximal Development
3.3.1.2.1. Learning concepts that lay just beyond their present development
3.3.1.3. Discovery Learning
3.3.1.3.1. Learning through doing and answering
3.3.1.3.2. Learning is active
3.3.2. Implications to Education
3.3.2.1. Teacher is the facilitator
3.3.2.2. The teacher must allow students to discover results through their own means,
4. Technology Theories
4.1. SCOT
4.1.1. Basic Principles
4.1.1.1. Social Construction of Technology
4.1.1.2. Choices of society decide the progression of failure of new technologies
4.1.1.2.1. Humans change technology
4.1.2. Implications to Education
4.1.2.1. Must allow options for students to preform different actions using multiple kinds of technology
4.1.2.1.1. Students choose what works best for them and their task.
4.1.3. Example
4.1.3.1. Sony Blu-ray Vs Toshiba HD DVD
4.2. Media Ecology
4.2.1. Basic Principles
4.2.1.1. Media as an environment
4.2.1.2. Technology influences society
4.2.1.3. Technology affects society
4.2.2. Implications to Education
4.2.2.1. As a teacher, you have to be careful about the technology presented to the students.
4.2.2.1.1. The "wrong" technology can influence students the "wrong" way.