Theories

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Theories by Mind Map: Theories

1. TPACK

1.1. Where does subject, teaching and technology intersect?

1.2. 3 types of knowledge

1.2.1. Content (CK) - knowledge of your subject

1.2.2. Pedagogy (PK) - the 'how' to teach

1.2.3. Technology (TK) - knowledge of the tech. tool that I want to integrate and the 'how-to' use it.

1.3. TPACK - informed by CK, PK, & TK. Teacher may ask themselves: is my lesson well balanced? Does it lean heavily on one of CK, PK or TK?

2. Philosophy of Teachnology

2.1. Beliefs about your current teaching practices + how technology can be used in your teaching (informed by TPACK)

3. Behaviourism

3.1. Examples of behaviourism

3.1.1. shaping - students may use an online 'accent reduction' program. The program may reinforce each time the student comes closer to pronouncing the word correclty.

3.1.2. modelling - teacher demonstrates the behaviour and student imitates it. In an ESL class, the teacher demonstrates the correct pronunciation of a word & students mimic the pronunciation back

3.1.3. cuing - teacher 'cues' the students that the lesson is starting by coming to the front room and gestures as he/she is opening of a book thus signalling the students to open their books

3.1.4. drill and practice - teacher leads a "drill and practice" of a multiplication tables (teacher writes the multiplication on the board and goes through it with students). Student may come to the front of the class and repeat the multiplication table in order.

3.2. Basic principles

3.2.1. Learning is function in changing in behaviour based on stimuli in the environment.

3.2.2. Stimuli - response (repetition) e.g. student will practice multiplication tables if reinforced. Positively reinforcement might look like giving candy to the child for each correct answer. Negative reinforcement might look like removing candy (or something else that is desirable) from the child.

3.3. Implications for education

3.3.1. Direct-instruction over-simplifies teaching, we don't if students are meeting the learning objectives/curriculum unless something such as CAA (Computer Assisted Assessment) is employed and then questions may rely on 'rote memorization'

3.3.2. Planning a lesson plan using behaviourist techniques is easier because teacher can use direct instruction

3.3.3. Students may depend/be motivated by external rewards rather than developing a 'love of learning' or feeling instrinsically motivated

4. Cognitivism

4.1. Memory model

4.1.1. Sensory memory - Holds information for 1/2 - 3 seconds. Involves the 5 senses: sight, hear, touch, taste, smell, touch

4.1.2. Short term memory - Holds information for 30 seconds to 2 minutes. We often 'chunk'information at this stage - for example we 'chunk' phone numbers rather remembering each digit.

4.1.3. Long term memory - We store and retrieve information here. 3 types: episodic, semantic, and procedural

4.1.4. Working memory - replaced short term memory. It is verbal & visual; controller of central executive functions; integrates new matrial into the long term memory; our 'problem solving' centre - we analyze and synthesis here.

4.2. Examples of cognitivism

4.2.1. Meaningful effect - how do we make learning personal for each student?

4.2.2. Motivation

4.2.3. Seriality - sequencing tasks to help with long term memeory

4.2.4. Practice for retention

4.2.5. Organization - what are learning strategies that can help students organize themselves?

4.2.6. Mnemonic (memory) devices - N.E.S.W - never eat soggy weiners is mneumonic device used in teaching geography/mapping

4.2.7. Metaphor/symbolism - e.g. when describing 'worldviews' you can describe it like walking in someone's elses shoes

4.2.8. Mental maps - such as mindmeister!

4.2.9. Advanced organizers - e.g. graphic organizers for teaching paragraph writing...

4.3. Implications for education

4.3.1. Students may experience brain overload or attention difficulties... the affective and psychomotor is at play.

4.3.2. How do we ensure the working memory isn't under or overloaded? In Edtech we must consider what our selected cognivist technologies look like; how they are organized

5. Connectivism

5.1. What is it?

5.1.1. Forget about you know! Build your knowledge of knowledge sources & access them when you need to (learning happens in many ways: courses, emails, communities, conversations, web searches, email lists, blogs etc). Learning is the students ability to construct and traverse these networks.

5.1.1.1. Currency: stay up-to-date

5.1.1.2. Diversity of opinions... learning depends on it!

5.1.1.3. Connect information across nodes of sources..."the big picture"

5.1.1.4. See connections between fields, ideas, and concepts

5.1.1.5. Nurture & maintain your connections to facilitate ongoing learning

5.1.2. Know WHERE to find things in your network rather than know HOW or know WHEN

5.2. Implications for education

5.2.1. informal vs. formal learning.

5.2.2. Downes: socialization should not be the goal of education

5.2.3. Siemens: Groups are networks

5.2.4. How do we assess "connectivism" learning activities?