1. Technology Theories
1.1. SCOT: Social Construction of Technologies
1.1.1. Technology is shaped by:
1.1.1.1. Humans
1.1.1.2. society
1.1.1.3. businesses
1.1.1.4. consumer needs and demands
1.1.2. Implications for Education
1.1.2.1. Allow students to think and be creative/inventive
1.1.2.2. Teachers need to recognize that they can learn from their technology literate students
1.1.2.3. Teachers need to teach their students proper etiquette and safety regarding technology
1.2. Media Ecology
1.2.1. Understanding media as an environment
1.2.2. Technology shapes humans and society
1.2.2.1. actions
1.2.2.2. beliefs
1.2.2.3. ideas
1.2.3. Implications for Education
1.2.3.1. Teachers need to be aware of how students have been shaped by technology and teach accordingly
1.2.3.2. For students who are digital natives, old media is irrelevant and as teachers we must keep up with new relevant technologies to be effective teachers.
2. Philosophy of Teachnology
2.1. A teachers beliefs about technology in their teaching
2.2. all teachers should have one
2.3. beliefs of how technology can and should be utilized in the classroom
2.4. Can be created like a philosophy of teaching
2.5. allows teachers to really think about how they are going to incorporate technology into their teaching
2.5.1. active process
3. Learning Theories
3.1. Constructivism
3.1.1. constructing knowledge from interaction with the environment
3.1.2. active interaction, not passive
3.1.3. Implications for Education
3.1.3.1. Teachers need to give students oppourtunities to interact with their learning environments and peers
3.1.3.2. Students are active participants
3.1.3.3. Teachers target a students zone of proximal development to facilitate learning
3.2. Connectivism
3.2.1. Learning happens in many ways through many different networks
3.2.2. Learning is the process of creating connections to networks and finding connections between information
3.2.3. Not memorization, rather have connections and tools to find information
3.2.4. Implications for Education
3.2.4.1. Give students time to build their networks
3.2.4.2. teach students tools to find information and make connections between information
3.2.4.3. assess students based on skills and ability to problem solve rather than memorization
3.2.4.4. students are active participants
3.3. Cognitive Load
3.3.1. subset of cognitivism
3.3.2. 3 types
3.3.2.1. Extrinsic Cognitive Load
3.3.2.2. Intrinsic Cognitive Load
3.3.2.3. Germane Cognitive Load
3.3.3. working memory is limited on amount of 'load' it can take
3.3.4. if load is above or below capacity, learning will not occur (won't move to long term memory)
3.3.5. Implications for Education
3.3.5.1. Teachers need to be aware of how much new information they are teaching to students
4. TPACK
4.1. Technological Pedagogical Content knowledge
4.2. The relationship between:
4.2.1. Technological knowledge (TK)
4.2.2. Content knowledge (CK)
4.2.3. Pedagogical knowledge (PK)
4.3. Often portrayed in a venn diagram depicting the relationships
4.3.1. Technological Pedagogical knowledge (TPK)
4.3.2. Pedagogical content knowledge (PCK)
4.3.3. Technological content knowledge (TCK)