Theories and Framework

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Theories and Framework by Mind Map: Theories and Framework

1. Technological Theories

1.1. Media Ecology

1.1.1. Basic Principles

1.1.1.1. Communication technology drives social change

1.1.1.2. The type of communication media matters in determining change

1.1.1.3. Media impacts the decisions we make as a society

1.1.1.4. Theorists: McLuhan and Postman

1.1.2. Educational Implications

1.2. Social Constuction of Technology

1.2.1. Basic Principles

1.2.1.1. Technology is shaped by our social environment

1.2.1.2. Humans influence technological development

1.2.1.3. The needs of humans determine the development of technology

1.2.1.4. Theorists: Biiker and Pinch

1.2.1.5. Success is determined by environment, not quality

1.2.1.5.1. When Blu-Ray and HD DVD came out HD DVD was considered superior, but it did not last 5 years before Blu-Ray monopolized the high definition video industry.

1.2.2. Educational Implications

2. Learning Theories

2.1. Connectivism Theory

2.1.1. Basic Principles

2.1.1.1. Helps explain learning that occurs informally

2.1.1.2. End goals are important

2.1.1.3. Locating information is valued more than storing it

2.1.1.4. Learning happens in various ways

2.1.1.5. Being up-to-date is very important

2.1.1.6. Relevant because technology impacts our lives more than ever

2.1.1.7. Learning for the digital age

2.1.1.8. Being up to date

2.1.1.9. Diversity of options

2.1.1.10. Nurturing connections

2.1.1.11. Theorists:Siemens and Downes

2.1.2. Educational Implications

2.1.2.1. Modules are important

2.1.2.2. Connections are needed

2.1.2.3. Social media

2.1.2.4. Blogs

2.2. Constructivism Theory

2.2.1. Basic Principles

2.2.1.1. Mind is a network

2.2.1.2. Complex problems are broken into basic skills

2.2.1.3. Constructing knowledge from own experience

2.2.1.4. Zone of proximal development

2.2.1.5. Learning by making

2.2.1.6. Learners add to pre-existing knowledge

2.2.1.7. Collaboration improves understanding

2.2.1.8. Construct through experience and reflection

2.2.1.9. Theorist: Dewey

2.2.2. Educational Implications

2.2.2.1. Teacher facilitated

2.2.2.2. Experiments

2.2.2.3. Projects

2.2.2.4. Field trips

2.2.2.5. Students will learn by doing

2.3. Cognitive Theory

2.3.1. Cognitive Load Theory

2.3.1.1. Basic Principles

2.3.1.1.1. Memory is active

2.3.1.1.2. Requires scaffolding for schema development

2.3.1.1.3. A response to behaviourism theory

2.3.1.1.4. Working memory is limited

2.3.1.1.5. Influenced by the learner

2.3.1.1.6. Practice for retention

2.3.1.1.7. Information can over or under load working memory

2.3.1.1.8. Chunking and repetition are key

2.3.1.1.9. Theorists: Piaget, Gagne, and Vygotsky

2.3.1.2. Educational Implications

2.3.1.2.1. As we mature, we increase our schemas

2.3.1.2.2. Students organize as they learn

2.3.1.2.3. Learning occurs better when linked to previous schemas

2.3.1.2.4. Students control their own learning

2.4. Behaviorism Theory

2.4.1. Basic Principles

2.4.1.1. Our responses and behaviours are learned

2.4.1.2. Learn to maximize pleasure and minimize pain

2.4.1.3. Learning can occur via three ways

2.4.1.3.1. Classical conditioning

2.4.1.3.2. Operant conditioning

2.4.1.3.3. Observation

2.4.1.4. Theorists: Pavlov, Watson and Skinner

2.4.2. Educational Implications

2.4.2.1. Lecture-based teaching

2.4.2.2. Rewards and punishments for students

2.4.2.3. Modelling, shaping, cueing

3. Philosophy of Teachnology

3.1. Basic Principles

3.1.1. Adds teachers beliefs of technology to their beliefs of teaching

3.1.2. Influenced by a teachers TPACK

3.1.3. Theorists: No specific theorists are attributed

3.1.4. Expands literacy through technology

3.1.5. Technology bridges learning

4. TPACK

4.1. Basic Principles

4.1.1. Theorists: Punya Mishra, Mathew Koehler and Lee Shulman

4.1.2. Highlights interactions between 3 domains

4.1.2.1. Pedagogical Knowledge

4.1.2.1.1. Basic knowledge a teacher knows about how students learn, how to teach and how to assess students.

4.1.2.2. Content Knowledge

4.1.2.2.1. Overall knowledge of the subject they are teaching. An example would be a math teacher has a high context knowledge in math.

4.1.2.3. Technology Knowledge

4.1.2.3.1. How teachers include technology into their teaching practices

4.1.3. 3 domains create a Venn diagram that shows a teachers strength in the TPACK model

4.1.4. Helps teachers with professional development