1. Technology Theories
1.1. Social Construction of Technology (SCOT)
1.1.1. Principles & Implications
1.1.1.1. Human actions create technology
1.1.1.2. Used to analyze successful and unsuccessful technology techniques
1.1.1.3. Encourages students to seek better understanding of the social world
1.1.1.4. NOT only a theory, also a methodology
1.2. Media Ecology
1.2.1. Principles & Implications
1.2.1.1. Learning can come from technology and techniques
1.2.1.2. Structures what students see, say and do when it comes to their own learning
1.2.1.3. The way the Media communicates affects how a student learns
1.2.1.4. Sees human to be more affected by technology than the opposite way aroundSees human to be more affected by technology than the opposite way around
2. TPACK
2.1. There are 3 types of Knowledge that teachers must incorporate into their classrooms
2.1.1. Content Knowledge
2.1.1.1. Knowledge of the subject area being taught
2.1.2. Pediagogical Knowledge
2.1.2.1. Knowledge of how to teach
2.1.3. Technology Knowledge
2.1.3.1. Knowledge of how to incorporate technology into the classroom efficiently
2.2. TPCK will vary among students depending on their age, back rpund and study area
2.3. Connects teacher knowledge to teacher technology available
2.4. Brings together all the essential qualities of a teacher
2.5. Best connects students to the material they are learning
2.6. Enhances the digital footprint of students
2.7. TPACK supports good teaching
3. Learning Theories
3.1. Constructivism
3.1.1. Principles
3.1.1.1. Ideas are actively constructed by students
3.1.1.2. New knowledge is built upon the schema of previous knowledge
3.1.1.3. New and different role of teaching and learning
3.1.1.4. Learner uses their previous experiences and knowledge to learn
3.1.1.5. Learning is achieved through active participation
3.1.1.6. Involves personal discovery of new ideas to
3.1.1.7. Students learn to problem dolve, reflect upon learning and make connections
3.1.1.8. Cognitive construction is developed through social construction
3.1.1.9. Knowledge is actively received and put into the learners schema
3.1.2. Implications
3.1.2.1. Rejects the traditional teacher role
3.1.2.2. Allows for student discussion and interaction
3.1.2.3. Develops social thinking and construction
3.1.2.4. Develops creating thinking, writing and reflecting
3.1.2.5. Creates a new discussion interaction between students and teachers
3.2. Connectivism
3.2.1. Principles
3.2.1.1. Learning how to find information is more important than the exact information
3.2.1.2. Connections of information and modes of information
3.2.1.3. Uses much decision making and analyzing
3.2.1.4. Learning is done through active involvement
3.2.1.5. Learning is done in collaboration settings
3.2.1.6. Involves actively developing a learning schema
3.2.1.7. Involves constructing your own knowledge and connecting it all together
3.2.2. Implications
3.2.2.1. Confront new schemas in new learning situations
3.2.2.2. Accomidating to new experiences
3.2.2.3. Modifying previous knowledge
3.2.2.4. Authentic learning
3.2.2.5. Directing individual learning and practice
3.2.2.6. Generating meanings through shared understandings
3.2.2.7. Group learning situations, connecting schemas and developing theories
3.3. Cognitive Load
3.3.1. 3 Types
3.3.1.1. Extraneous
3.3.1.1.1. Focuses on building schemas into long term memory through appropriate instructional designs
3.3.1.2. Intrinsic
3.3.1.2.1. Reinforced through interacting with memory
3.3.1.3. Germane
3.3.1.3.1. Putting effort into constructing a schema for learning
3.4. Behaviourism
3.4.1. Principles
3.4.1.1. Learning is made by connecting stimulus and memory theories
3.4.1.2. No transfer of knowledge to other areas
3.4.1.3. Independent schemas
3.4.2. Implications
3.4.2.1. Drill and Practice
3.4.2.2. Mind processing done through direct memory
4. Philosophy of Teachnology
4.1. My personal Philosophy of Teachnology
4.2. What is a Philosophy of Technology
4.2.1. Describes how teachers feel about using technology in the classroom
4.2.2. Creates an essential dialogue between technology and learning in classrooms
4.2.3. Pushes students to find different ways to learn using technology
4.2.4. Aiding in student learning through technology
4.2.5. Technology as part of the TPCK model
4.2.6. Personal Learning Networks work into this philosophy