1. Cognitive Load
1.1. How much information can the brain process at one time
1.2. Recogniton of capacity of working memory
1.2.1. What we use to process data
1.3. Goal for educators - move info into long term memory
1.4. Implications for teachers and instructional designers
1.4.1. Do not overload students with information!
1.4.1.1. Solutions
1.4.1.2. Chunk info into "digestible"pieces
1.4.1.3. Break large topics into modules
1.4.1.4. Consider the needs of beginner and advanced learners
1.4.1.5. Remove clutter and unneeded images from your material
1.5. Great article by Jane Bozarth
2. Connectivism
2.1. Maintaining connections crucial in enabling learning
2.2. Learning is the process of connecting specialized information sources or nodes
2.2.1. Learning occurs as a social network of many diverse connections and ties
2.3. Learning occurs as a social network of many diverse connections and ties
2.4. Tools of technology make connections possible
2.4.1. Learning can occur in many ways
2.4.1.1. email
2.4.1.2. blogs
2.4.1.3. Courses
2.4.1.4. Communities
2.4.1.5. Conversations
2.4.1.6. Searches
2.5. Implications for teachers
2.5.1. Students build Personal Learning Networks (PLNs)
2.5.2. Student centred
2.5.3. Much less direct lecture
2.5.4. Students network with peers and professionals
2.5.4.1. Students compile lists of credible websites, blogs online, resources etc. that are shared with peers via social media.
2.5.4.2. Students are exposed to multiple opinions as opposed to cold hard facts
2.5.4.3. They can come to their own informed opinion and share it via digital media and blogs
2.5.4.4. Students can access high quality materials through apps like iTunes U
2.5.5. Networked Student
2.5.6. Teachers need to help students learn to be discerning about web resources
2.5.7. Promote critical thinking skills
2.5.8. Help students organize their work
2.5.9. Teach students how to politely ask for help
3. Constructivism
3.1. New knowledge is constructed onto existing knowledge
3.2. Learners actively construct knowledge
3.3. Learning is not a passive process
3.4. Implications for teachers
3.4.1. Social interaction stimulates learning
3.4.2. Movement away from teacher centred instruction
3.4.3. Creative thinking developed
3.4.4. Classroom environment supports:
3.4.4.1. Discussion
3.4.4.2. Collaboration
3.4.4.3. Creativity
3.4.4.4. Reflection
3.4.4.5. Group meaning making
4. Learning Theories
5. Philosophy of Teachnology
5.1. A teachers personal philosophy of how to use technology in their teaching practice
5.2. Similar to Philosophy of tecaching
5.3. Requires teachers to look at their opinions and skills regarding technology use in the classroom
5.4. Teachers can synthesize their ideas into a statement that gives they clarity and a framework to move from
5.5. Topics may include
5.5.1. Recognition of fast paced, ever changing techno-media environment we live in
5.5.2. The importance of critical literacies
5.5.3. Practical examples of how to use technology
5.5.4. Acknowledgement of the issues faced by teachers, students, schools, administrators, and parents
5.5.4.1. Access to equipment
5.5.4.2. Keeping students on task
5.5.4.3. Privacy
5.5.4.4. Copyright
5.5.4.5. How to adapt to the digital age
5.5.4.6. How to monitor/control online dialogue
5.5.5. Cyberbullying: how you deal with it
5.5.6. Netiquette:how you will promote it
5.5.7. Areas of interest and focus regarding technology in teaching
5.5.8. Plan: how you will integrate technology skills with content knowledge and pedagogical techniques
5.6. Implications for Teachers
5.6.1. I think that having a clearly thought out philosophy regarding tech use will serve as a good foundation for future developments in ed tech
5.6.2. Knowing ones strengths and weaknesses will help in identifying what one can achieve and where one needs help
5.6.3. A teacher with a well thought out philosophy regarding tech will be modelling this for their students
5.6.3.1. Students need positive role models to show them how to integrate technology into a healthy lifestyle
5.6.3.2. Balance is key to a healthy lifestyle - to much screen-time may be anti-social and unhealthy for mind, body and soul
6. Media Ecology
6.1. The understanding that media is an environment
6.2. The study of complex of complex communication systems as environments
6.3. Encompasses all media
6.3.1. Technology
6.3.2. Symbol systems
6.3.3. Code
6.3.4. Art
6.4. Media not objects or institution
6.5. Technological Determinism
6.5.1. Technology determines how people behave
6.5.2. Contrary to SCOT
6.5.3. e.g. social media influences how many people communicate today
6.6. Proponents
6.6.1. Marshall McLuhan
6.6.2. Neil Postman
6.7. Implications for teachers
6.7.1. Teaching mediums are influenced by the presence of technology
6.7.1.1. 20 years ago - Black Board
6.7.1.2. 10 years ago - Whiteboards
6.7.1.3. Present - Smartboards
6.7.1.4. Future - ?
7. Social Construction of Technology (SCOT)
7.1. Idea that people determine technology
7.2. Technology does not determine people
7.3. Understanding that technology is embedded in a social context
7.4. Success of a product is determined by how society receives it
7.5. A great product may be rejected if it doesn't serve some peoples need at the time
7.5.1. e.g. Sony mini-disk - smaller than CD's, easy to record onto
7.5.2. Everybody already had CD's
7.5.2.1. They didn't want to buy another machine...
7.5.2.2. ...or start a whole new collection
7.5.3. MP3's and other digital formats came out
7.5.3.1. Much easier to copy, store and transport than mini-disks
7.5.4. CD's remain because we still have use for a physical copy and they were already established before MP3s.
7.6. Implications to teachers
7.6.1. Government, provincial or school board policy may force teachers to use second rate technology
7.6.2. Market forces may influence the technology that students get to use.
7.7. Wikipedia site
8. Technology Theories
9. TPACK
9.1. Technological Pedagogical Content Knowledge
9.2. Knowledge required to integrate technology into teaching
9.3. Complex interplay of knowledge:
9.3.1. Technology
9.3.2. Pedagogy
9.3.2.1. TPACK Image. Source http://tpack.org
9.3.3. Content
9.4. TPACK is the integrated knowledge required to effectively use technology to teach content
9.4.1. e.g you may know social and computers inside out but may not have teaching skills
9.4.2. e.g you may know LA content and pedagogical skills but have no tech. skills
9.4.3. e.g. if you know math, ped. skills and tech. skills you will be able to effectively teach content using technology
9.5. Proponents
9.5.1. Matthew Koehler
9.5.2. Royce Kimmons
9.5.3. TPACK website
9.6. Implications for Teachers
9.6.1. Source:http://www.slideshare.net/bethanyvsmith/why-use-technology-in-the-classroom