1. Technology Theories
1.1. SCOT
1.1.1. Human action shapes technological advances and how we use technology
1.1.2. Draws on the work done in the Constructivist theory
1.1.3. formalizes the steps and principles to follow when one wants to analyze the causes of technological failures or successes
1.2. Media Ecology
1.2.1. Media Ecologists have made no single definition
1.2.2. Media Ecology is the study of how media of communication affects human perception, understanding, feeling, and value; and how our interaction with media facilitates or impedes our chances of survival
1.2.3. It is the study of media environments, the idea that technology and techniques, modes of information and codes of communication play a leading role in human affairs
1.2.4. The belief that technology determines human action
2. Frameworks
2.1. TPACK
2.1.1. Uses 3 separate areas of knowledge
2.1.1.1. Technological Knowledge
2.1.1.2. Pedagogical Knowledge
2.1.1.3. Content Knowledge
2.1.2. TPACK uses all 3 types of knowledge with the integration of technology so that teachers are able to use technology and their knowledge to better teach students
2.1.3. Technology thus plays a role in both content and pedagogy
2.1.4. Incorporates media ecology
2.2. Teachnology
2.2.1. How technology can and should be used in the classroom
2.2.2. Builds off of the notions of media ecology
2.2.3. Is dependent on individual teachers' preferences and teaching styles and how technology can better these styles and practices
3. Learning Theories
3.1. Constructivism
3.1.1. The central idea of constructivism is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning.
3.1.2. Learners confront their understanding when they encounter a new learning situation
3.1.3. Learners come to learning situations with knowledge gained from previous experience; prior knowledge influences what new or modified knowledge they will construct
3.1.4. Learners can become responsible for their own learning in an authentic environment
3.1.5. The constructivist approach to learning emphasizes authentic, challenging projects that include students, teachers and experts in the learning community
3.1.6. Collaborative and individual perspectives and ideas are brought to work
3.2. Connectivism
3.2.1. Learning and knowledge rests in diversity of opinions
3.2.2. Nurturing and maintaining connections is needed to facilitate continual learning
3.2.3. Learning happens in many different ways such as courses, emails, conversations, and blogs
3.2.4. The new generation is technologically oriented and the connections nurture students and help them learn
3.2.5. Is considered to be a product of Constructivism, Behaviourism, and the Cognitive Load
3.3. Cognitive Load
3.3.1. It is an information processing theory that is used to explain the working memory.
3.3.2. Refers to the idea that our minds have structures such as schemas, working memory, and long term memory
3.3.3. Data comes in from the environment, then goes to the working memory, which in turn goes to the long term memory, and then the data can return back to the working memory
3.3.4. If nothing has been altered in long-term memory, then nothing has been learned
3.3.5. There are 3 types of cognitive load: Extraneous, Intrinsic, and Germane
3.3.6. Applications to Cognitive Load Theory to instructional design: Knowledge Compression (chunking); Repetition, Repetition, Repitition, Unclogging Cognitive Traffic Jams with "Information Landscapes"