1. Technology Theories
1.1. Media Ecology:
1.1.1. Study of media environments
1.1.2. How media of communication affect human perception, understanding, and feelings
1.1.3. How media, and our interaction with media effects our chances of survival
1.2. SCOT: Social Construction of Technology
1.2.1. Human action shapes technology
1.2.2. Understanding how technology is embedded in its social context
1.2.3. Steps and principles to follow when one wants to determine the success or failure of a technology
1.3. TPACK
1.3.1. Technological, pedagogical, and content knowledge
1.3.2. Relationship between the three fields
1.3.3. Framework that helps teachers understand the knowledge they need to teach in a technologically enhanced classroom
1.3.4. Technology integration for pedagogy that surrounds content knowledge
1.3.5. Identifies the new kind of knowledge that lies between each section (PCK, TPK, TCK)
1.4. Philosophy of Teachology
1.4.1. Theory of teaching plus your personal values on how technology should be incorporated into the classroom
1.4.2. Your personal values and goals
1.4.3. Practice for using technology in the classroom
1.4.3.1. 1. Alignment
1.4.3.2. 2. Assessment
1.4.3.3. 3. Acessability
1.4.3.4. 4. Reinforcement
1.4.4. Implications
1.4.4.1. Innovation and creativity
1.4.4.2. Stay connected
1.4.4.3. Awareness
1.4.4.4. "Netetiquette"
1.4.4.5. Critical Thinking
2. Learning Theories
2.1. Connectivism
2.1.1. Learning theory of the digital age
2.1.1.1. Implications:
2.1.1.2. Students will develop different approaches and personal skills needed in today's world
2.1.1.3. Students will know how to find knowledge i.e life long learners
2.1.1.4. An understanding of how learners and organizations learn
2.1.2. Capacity to know more is more important than what is already known
2.1.3. Maintaining connections is essential to learning
2.1.4. Learning is knowledge creation, not just knowledge consumption
2.2. Behaviorism
2.2.1. Drill and practice approach
2.2.2. Learning is a connection between stimulus and response
2.2.3. Learning does not transfer to other areas
2.2.4. Operant-conditioning: Punishment and consequences
2.3. Constructivism
2.3.1. Knowledge is actively constructed by learners through interacting with the environment
2.3.1.1. Implications
2.3.1.2. Move away from a teacher directed approach
2.3.1.3. Develop creative thinking
2.3.1.4. Teachers guide students
2.3.2. Prior knowledge is used to gain new knowledge
2.3.3. Problem and project based learning using authentic tasks
2.3.4. "Learning by making"
2.4. Cognitivism
2.4.1. Moto: The mind is a computer. Memory systems are active and organized, processors of information
2.4.1.1. Implications:
2.4.1.2. Discover relations between knowledges
2.4.1.3. Learning process is more important than the product
2.4.2. Prior knowledge is key in learning; the mind is not a blank state
2.4.3. Different strategies of remembering, such as organization and mnemonic devices
2.4.4. Sensory memory, working memory, long term memory (Atkinson-Shiffrin Memory Model)
2.4.5. Cognitive Load Theory
2.4.5.1. An understanding of working memory and long term memory
2.4.5.2. Working memory: How much new information your brain can process and manipulate at once
2.4.5.3. Steps to help solve:
2.4.5.4. 1. Chunk information:Helps learner build and add to schema
2.4.5.5. 2. Use modules: A form of chunking, usually for online courses
2.4.5.6. 3. Consider Novice and Expert: Try to develop different programs for different level of learners
2.4.5.7. 4. Remove extraneous material