1. Technology Knowledge, information technologie to support students and staff
1.1. Media Ecology
1.1.1. human affairs are effected by these inputs
1.1.1.1. technology and techniques
1.1.1.2. modes of information
1.1.1.3. codes of communication
1.1.2. study of media environments
1.1.3. assigns roles on to us and insists on our playing them
1.1.4. it structures what we say and their do
1.1.5. it specifies what we are permitted to do and what we are not, technology effects humans' affairs
1.2. Social construction of technology
1.2.1. SCOT is refered to as technological constructivism and draws on sociology of scientific knowledge
1.2.2. technology can't be understood without understanding how that technology is embedded in social context
1.2.3. human actions shape technology
1.2.3.1. SCOT is used to analyze why technologies fail or succeed because the social world has rejected or accepted the technology
1.2.3.2. interpretive flexibility means each technology has a different meaning and interpretations to different groups
1.3. Technology and pedagogy knowledge(TPK), uses technology to engage students, but strays away from essential content
2. Pegagogy, the application of learning theories, differentiation techniques, and assessment practices
2.1. Constructivism
2.1.1. Humans build new knowledge from prevoius knowledge
2.1.1.1. new knowledge can modify previous knowledge if conflict asrises between both
2.1.1.2. students judge consistance of new and previous knowledge
2.1.2. learning is active and engaged
2.1.3. learning approach empasizes authentic, challenging projects that include students, teachers, and experts in community
2.1.4. collaboration is used to negotiate and generate meaning and solutions through shared understanding
2.2. Connectivism
2.2.1. learning and knowledge rests in diversity of opinions
2.2.2. learning is connecting specialized nodes or information sources
2.2.3. learning may reside in non-human appliances
2.2.4. capacity to know more is more critical than what is currently known( loss of specilization)
2.2.5. ability to see connections between fields, ideas, and concepts is a core skill
2.2.6. decision making is itself a learning process
2.3. Cognitive load
2.3.1. working memory can only handle 7 disconnecting items at once
2.3.2. long term memory is virtually unlimited and assists working memory
2.3.3. schemas are memory structures written in long term memory by working memory
2.3.4. if working memory has capacity left over, working memory can access information from long term memory
2.3.5. automation in humans occurs when well developed schema due to working memory's interaction with long term memory
2.3.5.1. for complex tasks to become automaed, repetition must occur in working memory
2.3.5.1.1. for complex tasks, the more background knowledge the better the comprehension
2.3.6. chunking hepls working memory work more efficiently
2.3.7. design presentations with least amount of irrelevant visual inputs and heavy text (split attention effect) to have a concise message