1. Philosophy of Teachnology
1.1. Originally TPACK was meant to inform this
1.2. How we believe technology should influence and inform our teaching
1.3. The extent to which I will implement different technologies into my classroom.
2. TPACK
2.1. Three types of knowledge
2.1.1. Content Knowledge
2.1.2. Pedagogical Knowledge
2.1.3. Technological Knowledge
2.2. These types of knowledge should not exist in isolation, but rather work in conjunction in order to teach more effectively.
3. SCOT
4. Media Ecology
4.1. Marshall McLuhan
4.1.1. Began his work on explain the influence the media has on our society in the 50's and 60's
4.1.2. Students
4.1.2.1. Because he was viewed as a bit eccentric, McLuhan's field of interest was never given a doctoral program
4.1.2.2. Only Walter Ong was left as a direct link to McLuhan's teachings
4.2. examines how technology and the media effect and make our society possible.
4.3. What counts?
4.3.1. Communication
4.3.2. Medium
4.3.3. History
4.3.4. Verve
5. Cognitive Load Theory
5.1. Key Elements
5.1.1. There is a limited amount we can learn or process at any one time.
5.1.2. There is a limited amount we can learn or process at any one time.
5.1.3. Working, rather than short term memory
5.1.3.1. Working memory refers to the amount of information that we can hold and manipulate at any one time.
5.1.4. "The question shouldn’t be, 'How can I teach this?' but 'How can they learn it?'"
5.2. Four Techniques
5.2.1. Chunk the Content
5.2.1.1. Create meaningful groups, allowing what they represent to help in the process of learning.
5.2.1.2. Formatting tools can help the process, as they are visual cues as to the grouping.
5.2.2. Use Modules
5.2.2.1. A larger means of chunking content that is often motivated by the shareholders.
5.2.2.2. However, they can lead to cognitive overload and should only be used in conjunction with chunking.
5.2.3. Consider Novice and Expert
5.2.3.1. Universal Design mixed with scaffolding
5.2.4. Remove the Extranious
5.2.4.1. Focus on the material that is important, while removing that which is only there for "colour"
5.2.4.2. Stray away from teaching towards interest, as it may distract from "important" content.
5.3. Criticisms
5.3.1. may not be accessible to those that don't enjoy learning for learning's sake
5.3.2. still only teaches skills, rather than giving students perspective on the larger connections
5.4. Implications for Education
5.4.1. There will be a greater focus on how learners retain information.
5.4.2. Slow the process of learning
6. Behaviouralism
6.1. Key Elements
6.1.1. One of the first theories on education and how learning occurs.
6.1.2. A focus on punishment and reward as teaching methods.
6.1.3. Rewards are crutial
6.1.4. Classroom management techniques
6.2. B.F. Skinner
6.2.1. The founder of this educational theory
6.2.2. Built the theory based on dog training
6.3. Technologies
6.3.1. Math Blasters
6.3.2. Typing programs
6.3.3. Tetris
6.3.4. word mole
6.3.5. SMARTboard matching games
6.3.6. Microquest games
6.3.7. iClickers
6.3.8. TED Talks, other videos (direct instruction)
6.4. Critisisms
6.4.1. Over simplifies the learning process
6.4.2. Does not acknowledge different learning styles
6.4.3. Not all learning is attached to behaviours
6.4.4. How do we know that learning has actually occurred
6.5. Implications for Education
6.5.1. Creates a very base way of perceiving students
6.5.2. a focus on behaviours and results reinforces an attitude of performance
7. Constructivism
7.1. Key Elements
7.1.1. teacher is a facilitator, rather than the holder of knowledge
7.1.2. learning is the building of connections
7.1.3. begin with the complex
7.1.3.1. learning the basic skills as you solve the complex problem.
7.1.4. Zone of Proximal Development
7.1.4.1. Created by Vigotsky
7.1.4.2. "i+1" method
7.1.4.2.1. scaffold, or build on pre-existing skills, only increasing the difficulty by a little bit incorporating skills that students already have.
7.1.5. You need to interact to learn
7.1.5.1. You only really learn when you apply the skills you acquire in the classroom
7.1.6. examples
7.1.6.1. discovery learning
7.1.6.2. case studies
7.2. Technologies
7.2.1. scratch
7.2.2. video games in which:
7.2.2.1. chacters
7.2.2.2. civilizations
7.2.3. beeper bot
7.2.4. google site
7.3. Criticisms
7.3.1. Only accessible to mature learners
7.3.2. Relies on background knowledge to be an effective learning method.
7.4. Implications for Education
7.4.1. a far greater focus on the practical application of academic knowledge.
7.4.2. an emphasis on growing as an individual rather than achieving to a specific standard.