1. Cognitive Load
1.1. Processing information can either overload or under load the working memory from three areas.
1.1.1. (1) Extraneous: imposed from the outside world.
1.1.2. (2) Intrinsic: imposed by the learning task itself.
1.1.3. (3) Germane: From processing information and constructing schemas.
2. Technology Theories
2.1. Social Construction of Technology (SCOT)
2.1.1. People drive technology, that is, human innovation and creativity shapes technology.
2.1.2. People create technology and then accept or reject it.
2.1.3. Social media sites are an example of this.
2.1.3.1. Facebook is now socially accepted much more than MySpace or Nexopia. The latter two were once the best networking sites, now society has mostly abandoned them and moved to Facebook because majority of the people were, regardless of the technology.
2.2. Media Ecology
2.2.1. Technology has a very strong influence on society. In a way, technology drives people.
2.2.2. Technology can alter one's view of the world.
2.2.3. Media influences peoples perception, decisions, and understandings.
2.2.3.1. Consider news, rumours, and ideas shared through technology such as the internet, social media, wikipedia...
3. Philosophy of Teachnology
3.1. Can be defined as a teachers philosophy on how they use technology to help accomplish the learning goals of a classroom.
3.2. Technology is a tool that can support learning when used effectively.
3.3. Teachnology has emerged just as technology has. Today's society thrives on technology and the classroom should reflect this.
3.4. 21st century educators should incorporate technology into their teaching philosophy to better authenticate their classroom.
3.4.1. Can be done in a number of ways including one's PLN.
4. TPACK
4.1. Stands for Technological Pedagogical Content Knowledge.
4.2. Describes the relationship of the types of knowledge/ skills a 21st century educator should possess (see linked image).
4.3. TPK: using technology to better your pedagogy within a classroom.
4.4. PCK: presenting high levels of content in ways that students can relate to and learn.
4.5. TCK: relating technology to the content to be learned.
4.6. TPACK describes the highest functioning relationship of these three variables; that is, using technology to relate to content while having an effective pedagogy that students strive from.
5. Constructivism
5.1. Learning best occurs through interactions between the learner and their environment. Learners must construct knowledge from these interactions and experiences.
5.2. Discovery based learning- Learners are posed an authentic problem and use resources and collaboration to solve.
5.2.1. For example, instead of doing simple compound interest questions in math, have the students create a budget for people with varying incomes.
5.3. Learning is active; learners must be determined and engaged for learning to occur.
5.4. Zone of Proximal Development (Vygotsky)- Educators must present content that learners will need to push themselves to learn, but that they will be able to accomplish through scaffolding and discovery.
5.5. Within an educational context, educators must facilitate and direct learning. Educators must present knowledge that the learners are ready for, interested in, and will enjoy exploring. Students must be active and engaged.
6. Cognitivism
6.1. People store knowledge in three memory systems: (1) working memory, (2) short term, (3) long term.
6.2. Schemas are patterns of thinking and how people relate knowledge to experiences.
6.3. For learning to occur it must be meaningful, the learner must be motivated, and there must be seriality; that is, having the necessary schemas before gaining more knowledge.
6.4. Piaget: learners must explore for new information and practise to memorize and retain knowledge.
6.5. Educators need to allow and encourage students to explore content and become detectives of learning
7. Behaviourism
7.1. People learn best by modelling the actions/ ideas that are to be learned.
7.2. Operant Conditioning: People will repeat behaviours that produce favourable consequences. For example, when I study more, I increase the chance of succeeding on a test.
7.3. Practice makes perfect. Repetition is needed to acquire a skill or knowledge.
7.4. Within an educational context, educators need to be effective models for students for learning to occur. Educators need to foster desirable behaviour so this behaviour continues within the classroom. Also, students must properly re-model what was displayed to accomplish learning.
8. Connectivism
8.1. It is more important to know where to locate knowledge, rather than know it all.
8.2. Learners must develop networks in a variety of subjects so that knowledge is available when needed.
8.3. Learners must be able to access specific knowledge within their networks.
8.4. Learners must be able to synthesize the diverse knowledge provided by their networks.
8.5. Within an educational context, educators should have a network available to them that can enhance their pedagogy and content knowledge. Educators should also introduce students to learning networks that could support the student inside and outside of the classroom.
8.5.1. Networks are available through Twitter, Facebook, Wordpress, blogs, wikis, etc.