1. Technology Theories
1.1. Social Construction of Technology (SCOT)
1.1.1. human action shapes technology
1.1.2. "technological constructivism"
1.1.3. society determines which technology is "best" not necessarily the most technologically sound
1.1.4. looks at the success of technology is terms of society's opinion
1.1.5. implications for education
1.1.5.1. society may pick technology that is most "beneficial" to them personally...students should be taught to make informed decisions
1.1.5.1.1. example of "super-food"...may be toxin but grows bigger and produces more
1.2. Media Ecology
1.2.1. media as environments
1.2.1.1. vice versa: environments as media
1.2.2. looks at how media plays a role in the thoughts and actions of individuals
1.2.3. looks at how media influences individuals
1.2.4. humans are affected by technology
1.2.5. implications for education
1.2.5.1. understanding the role media players in the lives of students and teachers
1.2.6. how and what we communicate
2. TPACK
2.1. There are three types of knowledge that every teacher should have
2.1.1. Content Knowledge
2.1.2. Pedagogical Knowledge
2.1.3. Technology Knowledge
2.2. The three types of knowledge can be combined to form more knowledge types
2.2.1. Pedagogical Content Knowledge
2.2.2. Technological Pedagogical Knowledge
2.2.3. Technological Content Knowledge
2.2.4. Technological Pedagogical Content Knowledge
2.3. TPACK is different in different contexts (environment, age level, demographic, subject area, etc)
2.4. Wicked problem: TPACK looks good on paper but is difficult to implement (tons of variables to consider)
3. Learning Theories
3.1. Cognitive Load
3.1.1. working memory can either be overloaded or under loaded
3.1.1.1. example of overloading: learning in another language
3.1.2. use of chunking and instructional design are important
3.1.3. fundamental attribution theory: students believe it is their own fault that they are not learning when really their working memory may just be "overloaded"
3.1.4. implications for education
3.1.4.1. what things look like matter
3.1.4.1.1. examples: aesthetic, interface, HCI
3.1.4.2. how things are organized matters
3.1.4.2.1. for example: if eClass was not organized it would be extremely difficult to use
3.1.4.3. novice learners vs. expert learners
3.1.4.3.1. allow different levels of tasks for different levels or learners
3.1.4.4. remove extraneous information to avoid overload
3.2. Constructivism
3.2.1. Teacher is the facilitator
3.2.2. learning is actively; connections built by interactions with environment
3.2.3. not necessarily a right or wrong answer; more focus on the process of solving the problem
3.2.4. linked to constructionism: learning by making/creating
3.2.5. constructivist technologies: video games, lego robotics, building an ePortfolio, wikispaces, etc.
3.2.6. implications for education
3.2.6.1. very complex, so it may be hard for students to understand or apply
3.2.6.2. difficult to assess
3.2.6.3. time consuming, therefore time must be well planned out
3.2.6.4. students need opportunities to construct and create; adequate opportunities to use creativity and construction must be present
3.2.7. taking what you already know and building from it
3.3. Connectivism
3.3.1. learning is done through creating connections and developing a network
3.3.2. up-to-date, current information is required
3.3.3. always building on what we already know and finding connections
3.3.4. connectivist technologies: twitter, facebook, search engines, email, etc
3.3.5. PLN's are a perfect example of connectivim
3.3.6. implications for education
3.3.6.1. teacher needs to provide opportunities for students to make connections