1. Behaviourism
1.1. Behaviour is acquired through conditioning (classic conditioning)
1.2. Our responses to environmental stimuli shapes how we behave
1.3. Behaviour can be studied through observation without the consideration of an individual's mental state.
1.4. Major Theorist of this theory: Watson, Skinner, Pavlov, and Thorndike
1.5. Class is mostly lecture based and is teacher-directed. Teacher models and shapes the students.
2. Connectivism
2.1. Knowledge exists within the networks we create with people and knowing how to construct and traverse these networks.
2.2. This is a learning theory that developed in 2006 which is meant for the digital age.
2.3. We don't need to know "everything", we simply just need to know how to access our networks effectively.
2.4. It is about connecting with experts of a particular field of knowledge. This connection is what forms our actions and experiences.
2.5. Teacher provides access to technology for students to begin creating their knowledge through personal connections via social networking (ex. Twitter, Google Docs etc.)
3. Technology Theories
3.1. SCOT
3.1.1. Belief that technology does not determine human action, but human action actually shapes technology. They also argue that the ways a technology is used cannot be understood without understanding how that technology is embedded in its social context. Opposing the beliefs of those who hold the Media Ecology theory.
3.2. Media Ecology
3.2.1. Belief that technology has an incredible influence over society, and that it also controls virtually all aspects of our lives. Opposing the beliefs of those who hold the SCOT theory.
3.2.2. It is a study of how media and communication processes affect human perception and understanding.
4. Cognitivism
4.1. We are developing our brain networks, which involve the memory system and how it helps with learning. Prior knowledge is valued and we build up our knowledge from our experiences and our prior knowledge.
4.1.1. Atkinson-Shiffrin Memory Model Sensory memory/Working memory --> Short-term memory --> Long-term memory
4.1.1.1. Memory can hold 5-7 items at a time
4.1.2. Cognitive Load Theory
4.1.2.1. Processing information can over or under load working memory
4.1.2.2. We often have to chunk our information in our memory to avoid overload.
4.1.2.3. As teachers, how our presented information looks like to students is important. Otherwise, students may experience Fundamental Attribution Error (they feel like they're not smart, but really it's too much information.
4.2. Practice for retention
4.3. Use mnemonic devices, mental maps and advanced organizers to organize and recall ideas and facts.
4.4. Teacher scaffolds and presents information in a manner that allows students to easily recall or memorize information. Teachers teach without overloading the students with too much information or material.
5. Learning Theories
6. Constructivism
6.1. The mind is a network, and learning is building connections by actively interacting with our environment.
6.2. Teachers teach give a complex problem, but teach students the basic skills while solving the problem. The teacher acts as the facilitator of instruction, only acting as a guide for the students.
6.3. Learning involves constructing one's own knowledge from one's experiences and prior knowledge of a particular topic.
6.4. It is very much so problem-based or project-based learning (learning by making). The tasks need to be novel and authentic to keep students active and engaged in their construction of knowledge.
7. Connections Between Theories
7.1. Many of the ideas within the theories are similar, for example, the relevance and importance of prior knowledge.
7.2. Many teachers today use a combination of each of these theories, as opposed to a singular form. It is necessary to incorporate specific theories dependent on what the class is doing or the topic students are learning. For example, although a teacher considers themselves a constructivist, they could not teach basic math skills to students if they have no prior knowledge of the content.
7.3. No matter what theory we best associate ourselves with, we must always be considerate of our learners first. We must provide a learning experience that is varied to reach out to all students, not just a particular group of students.
8. Frameworks
8.1. Philosophy of Teachology
8.1.1. Is very similar to a teacher's personal educational philosophy, but involves how they would utilize technology as a means to teach students. A personal educational philosophy involves what they strive to achieve, how they plan on doing it and what some of their beliefs are.
8.2. TPACK
8.2.1. "understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment" (Wikipedia)
8.2.2. It involves technology knowledge, pedagogical knowledge, and content knowledge and how these individual concepts intersect and effect how a teacher incorporates technology, with their personal teaching style and what they know about a subject.
8.2.3. Can be affected by the context (environment).
8.2.4. There is the "wicked problem", which means that although the framework looks good on paper, its not always easy to enact due to the many factors that come into play.