1. TPACK
1.1. 3 Components: Technology, Content, Pedagogy
1.2. Knowledge of all three must be present
1.3. The 3 must overlap, allowing a teacher to use technology in a pedagogical manner that best showcases the content
2. TECHNOLOGY THEORIES
2.1. MEDIA ECOLOGY
2.1.1. There are multiple definitions
2.1.2. There is no coherent framework in which to organize their subject matter or their questions.
2.1.3. Studies how technology, communications media etc interacte with human process, feeling, thoughts, etc.
2.1.4. Believes that technology shapes human society
2.1.5. Media is the environment
2.2. SCOT
2.2.1. Social Construction of Technology
2.2.2. Believes that humans shape the way technology is built
2.2.3. Believes that the ways a technology is used cannot be understood without understanding how that technology is embedded in its social context.
2.2.4. Looking at society will explain why certain technology were rejected or accepted
3. PHILOSOPHY OF TEACHNOLOGY
3.1. Similar to Philosophy of Teaching
3.1.1. Statements about their personal values and beliefs about teaching and learning can be written
3.2. A teacher's philosophy on how to use technology in teaching.
3.3. teachnology philosophy must be outlined in your Teacher Professional Growth Plan
4. LEARNING THEORIES
4.1. BEHAVIOURISM
4.1.1. Uses punishment and reward to achieve desired behaviour.
4.1.1.1. Positive reinforcement, negative reinforcment and punishment
4.1.2. Can lead to educational problems such as, vandalism and violence in the classroom and more.
4.1.3. Negatives: can possibly oversimplify learning, learning does not need reinforcments /punishment, and not all learning is related to behaviour
4.2. COGNITIVE LOAD
4.2.1. Compares the mind to a computer
4.2.2. Pays attention to the two types of memory: working memory and long term memory.
4.2.2.1. Working memory has a limited capacity, learning requires the maximum use of that finite memory.
4.2.2.2. Working memory consists of a visual part and a phonetic part
4.2.3. Uses schemas (complex connections between data) to convert information from working to long term.
4.2.4. Teachers must be cautious in not overloading the working memory while teching
4.3. CONSTRUCTIVISM
4.3.1. Knowledge is constructed when it comes into contact with existing knowledge.
4.3.1.1. Each student will have different existing experiences, thus different learning
4.3.2. Builds knowledge on top of previous knowledge. Uses it as a foundation to build upon.
4.3.3. Encourages active learning and assessment of how it will benefit them
4.3.3.1. The teachers main goals is to facilitate this process of learning and reflection
4.4. CONNECTIVISM
4.4.1. Emphasizes social and cultural context. "Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities."
4.4.2. Continuous connections are needed to maintain the ability to learn.
4.4.3. Ability to make connections between ideas and concepts is a core skill.