1. Technology
1.1. SCOT
1.1.1. Social Construction Of Technology
1.1.1.1. Society influences and molds technology
1.1.1.1.1. Who is the technology associated with?
1.1.1.2. Society affects what technology is created & bypassed
1.1.1.2.1. What do we need?
1.1.1.2.2. What problems can be solved?
1.1.1.2.3. What is interesting/cool?
1.1.1.3. Understanding how technology is used cannot be separated from looking at its social context
1.1.1.3.1. Who is driving creation/advancement?
1.1.1.3.2. Who is using the technology?
1.1.1.3.3. Who is benefiting from it?
1.1.1.3.4. What is the consequence of the disruption the innovation will create?
1.1.1.4. p.o.v. advocated by social constructivists
1.1.1.5. Society determines technology
1.1.1.5.1. A response to technological determinism
1.2. Media Ecology
1.2.1. Technology changes society
1.2.2. We see our world through our technology
1.2.2.1. Technological determinism
1.2.3. The study of media as environments and their effects on human affairs
1.2.3.1. The interactions of:
1.2.3.1.1. Feelings
1.2.3.1.2. Thoughts
1.2.3.1.3. Values
1.2.3.1.4. Behaviours
1.2.3.1.5. Communications media
1.2.3.1.6. Technology
1.2.3.1.7. Techniques
1.2.3.1.8. Processes
1.2.4. Seeks to make explicit the ways that media exerts forces on our decisions
2. TPACK
2.1. Technology, Pedagogy, and Content Knowledge
2.1.1. The understanding of how each of these aspects affect one another.
2.1.2. Technology
2.1.2.1. What technolgies are available
2.1.2.2. How technology can be used in the classroom
2.1.3. Pedadogy
2.1.3.1. Teaching theory based on established principles and research
2.1.3.1.1. Effective instruction techniques
2.1.3.1.2. Classroom management
2.1.4. Content
2.1.4.1. Subject knowledge
2.1.4.2. Understanding curricular outcomes
3. Philosophy of Teachnology
3.1. Teacher's philosophy about how technology should be used to teach.
3.2. Will be individual to the teacher - what is right for 1 teacher might be wrong for another
3.3. Technology should be used in a way that it is adding a benefit, not just for its own sake
3.4. The technology should never distract or detract from the lesson
3.5. Expectations of students and their use of the technology must be clear
3.6. Need to consider accessibility for all students
3.7. Technology must be used in a way that is consistent with the curriculum
4. Learning
4.1. Constructivism
4.1.1. Learning
4.1.1.1. Emphasizes authentic challenging projects for studenets
4.1.1.1.1. Learners assume responsibilty for their own learning
4.1.1.1.2. Learners develop metacognitive abilities to monitor and direct their learning and performance
4.1.1.2. Collaborative work
4.1.1.2.1. Negotiate and generate meanings and solutions through shared understandings of experiences
4.1.1.2.2. Brings the many different perspectives of the individuals to bear on the problem
4.1.1.3. Experiential learning
4.1.1.4. Context important
4.1.1.5. Teacher is guide/facilitator not lecturer
4.1.2. Knowing
4.1.2.1. Knowledge is actively constructed
4.1.2.1.1. The individual creates knowledge by reflecting on experiences.
4.1.2.1.2. New knowledge builds upon previous knowledge
4.1.2.1.3. Knowledge can be adapted to make it consistent with new experiences
4.2. Cognitive Load
4.2.1. Learning is a mental process
4.2.2. Working memory
4.2.2.1. Too much information in too little time will cause overload and deminish learning
4.2.2.2. Is where we temporarily store the information before it is transferred to long term.
4.2.2.3. Limited capacity
4.2.2.4. Extraneous load
4.2.2.4.1. Exterior distractions from the presentation of the problem or information that reduce working memories focus on committing experiences into long term knowledge
4.2.2.5. Intrinsic Load
4.2.2.5.1. The inherent difficulty in a task uses proportional amounts of working memory capacity
4.2.2.6. Germane load
4.2.2.6.1. The effort to create knowledge, processes, and memories. If not enough capacity is left after extraneous and intrinsic, then knowledge creation will be interfered with
4.2.3. Long term memory
4.2.3.1. Is where we store information for extended recall.
4.2.4. Repetition is important to learning
4.2.4.1. The more complex the more repetition
4.2.5. Divide information into logical "Chunks" for easier processing
4.2.6. Meaningful context helps learning
4.3. Connectivism
4.3.1. Knowledge is information and can exist outside of people
4.3.1.1. unactuated knowledge is still knowledge
4.3.2. Formal settings are not the primary source of learning
4.3.3. "Currency" (being up-todate) is crucial
4.3.3.1. knowledge is becoming outdated at an ever increasing rate
4.3.3.2. Decision making knowledge is very important due to the changing nature of information
4.3.4. Learning's has an end goal, and that is an increased ability to do something
4.3.5. Learning is connecting sources of information
4.3.5.1. Capacity for knowledge is more important than content
4.3.5.2. Knowing where/how to access information is more important than its memorization