Theories and Frameworks

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Theories and Frameworks by Mind Map: Theories and Frameworks

1. Learning Theories

1.1. COGNITIVE LOAD

1.1.1. Basic Principles

1.1.1.1. Atkinson/Shiffrin Memory Model

1.1.1.1.1. Working/short term memory

1.1.1.1.2. long term memory

1.1.1.1.3. sensory memory

1.1.1.2. how things are organized affects how people learn

1.1.1.3. build on something that is already there

1.1.1.4. seriality

1.1.1.5. motivation

1.1.1.6. meaningful effect

1.1.1.7. Technologies:

1.1.1.7.1. digital concept mapping

1.1.1.7.2. prezi

1.1.1.7.3. electronic note taking

1.1.1.7.4. LMSs

1.1.2. Implications for Education

1.1.2.1. organize information better

1.1.2.1.1. chunking

1.1.2.1.2. fundamental attribution error

1.1.2.1.3. instructional design

1.1.2.1.4. learning structures

1.1.2.2. mnumonic devices

1.1.2.3. practice and retention

1.2. CONSTRUCTIVISM

1.2.1. Basic Principles

1.2.1.1. learning is building connections

1.2.1.1.1. actively interacting with the environment

1.2.1.2. begin complex problem and learn basic skills while solving the problem

1.2.1.3. inquiry based

1.2.1.4. Technologies:

1.2.1.4.1. scratch, lego robotics, google sites, minecraft... etc

1.2.2. Implications for Education

1.2.2.1. discovery learning

1.2.2.2. Zone of Proximal Development (ZPD)

1.2.2.3. active learning

1.2.2.4. collaborative learning

1.2.2.5. teacher as facilitator

1.2.2.6. authentic learning

1.3. CONNECTIVISM

1.3.1. Basic Principles

1.3.1.1. est. 2006 by George Siemens and Stephen Downes

1.3.1.2. currency (accurate, up to date knowledge) is the intent

1.3.1.3. capacity to know more is more critical than what is currently known

1.3.1.4. know "where" rather than "how" or "what"

1.3.1.5. Technologies: twitter, search engines, facebook, communication tools (email, discussion forums), store data, bookmarking

1.3.1.6. collaborate and connect

1.3.2. Implications for Education

1.3.2.1. non-educational tools can be used in an educational way

1.3.2.2. can't know everything but know where to find it

1.3.2.2.1. examples: pinterest and open-book assessment

1.3.2.3. knowledge exists in the connections we create

1.3.2.4. learning and knowledge rests on diversity

2. Technology Theories

2.1. SCOT

2.1.1. Basic Principles

2.1.1.1. how humans affect technology

2.1.1.1.1. we shape it

2.1.1.2. humans help develop new technologies

2.1.1.3. production is based on demand

2.1.1.3.1. innovation to increase production

2.1.1.4. Social Construction of Technology

2.1.1.5. technology DOES NOT influence humans

2.1.1.6. look to humans/society to show how effective a technology is

2.1.2. Implications for Education

2.1.2.1. teach: how we have certain technologies

2.1.2.2. show that because of needs and wants, technology (or can be applied to other areas) is created

2.2. MEDIA ECOLOGY

2.2.1. Basic Principles

2.2.1.1. how technology/media affects humans

2.2.1.1.1. content vs. medium

2.2.1.2. technology and communications

2.2.1.3. mediums of communication

2.2.1.3.1. different mediums determine different forms of communication

2.2.1.3.2. content vs. medium: affect media has on humans

2.2.1.4. important contribution of Marshall McLuhan

2.2.1.4.1. telephones invading the home

2.2.1.5. media becomes more natural, less artificial as it grows and changes

2.2.1.6. everything is about communication "centre stage"

2.2.1.6.1. says about who we are

2.2.2. Implications for Education

2.2.2.1. help us understand how media affects our students

2.2.2.2. help to see the importance of media in classrooms

3. Philosophy of Teachnology

3.1. like Philosophy of Teaching

3.2. shows our philosophy of how technology can be used in the classroom

4. TPACK Framework

4.1. teach 3 different types of knowledge

4.1.1. Content knowledge (CK)

4.1.2. Pedagogical knowledge (PK)

4.1.3. Technology knowledge (TK)

4.2. intersections happen when 2 types of knowledge are used together

4.2.1. Examples: TCK, PCK, TPK

4.3. TPACK occurs when the teacher uses technology along with content and pedagogical knowledge.

4.4. shows the new knowledge between intersections of the three types of knowledge