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EDU 210 > Midterm 1 > Flashcards

Midterm 1 Flashcards

1
Q

What is the TPACK framework?

A

Teacher understanding how tools can enhance teaching and support student learning.
TPACK is a framework developed by Punya Mishra and Matt Koehler (2006) to help teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. TPACK is based on the work of Educational Psychologist Lee Shulman (1986), who suggested that all teachers need to develop at least two overlapping knowledge domains

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2
Q

What does TPACK stand for?

A

technological pedagogical content knowledge

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3
Q

Technological knowledge?

A
  • Select, use and intergrate tech into the curriculum

- Quality of content students access though tech

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4
Q

Technological Content Knowledge (TCK)?

A

-How tech is used in a subject for deep and lasting learning

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5
Q

Content Knowledge (CK)

A
  • It’s the what
  • The key subjects (litterature, science ect.)
  • It’s the facts, concepts and theories
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6
Q

Pedagogical content knowledge (PCK)

A
  • Mix of PK and CK

- Teaching at it’s best

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7
Q

Pedagogical knowledge (PK)

A
  • The how

- Teaching strategies, instructionnal method, assessments (projects based learning)

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8
Q

Technological Pedagocical Knowledge (TPK)

A
  • What tech will best help them learn and share their learning
  • How to choose and manage tech for your students
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9
Q

What is complicating teaching with technology (koehler, mishra)

A

It is an understanding that technologies are neither neutral nor unbiased. Rather, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others (Bromley, 1998; Bruce, 1993; Koehler & Mishra, 2008). 61

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10
Q

What Social and contextual factors also complicate the relationships between teaching and technology. (koehler, mishra)

A

Social and institutional contexts are often unsupportive of teachers’ efforts to integrate technology use into their work. Teachers often have inadequate (or inappropriate) experience with using digital technologies for teaching and learning.

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11
Q

Why is there no “one best way” to integrate technology into curriculum. (koehler, mishra)

A

Rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts. Honoring the idea that teaching with technology is a complex, ill-structured task, we propose that understanding approaches to successful technology integration requires educators to develop new ways of comprehending and accommodating this complexity. 62

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12
Q

Why is TPACK is the basis of effective teaching with technology?

A

requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones. 66

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13
Q

The broad dimensions of learning as summarised by Darling Hammond, Austin, Orcutt, and Rosso (2001) are:

A
  • The brain plays a role in learning. The brain processes external stimuli coming in from the outside world through our senses to make sense of the information and to draw connections.
    • The learning environment and surrounding stimuli makes a difference. Individuals learn better in environments that are rich with stimuli, where the teacher provides scaffolding and opportunities to build understanding, where regular feedback is provided to the learner, where the content is relevant to his/her lives and where there is access to explanations and discussions with teachers and peers.
    • Learning is based on associations. Learning new knowledge is a process of mak- ing connections between the new information with what is already known (prior knowledge).
    • Learning occurs in social and cultural contexts. Culture influences the experi- ences that individuals bring to the classroom, how they communicate and what they think is worth learning.
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14
Q

What is learning theory and what is there a value?

A

An explanation of what happens when learning takes place and what influences its development.

(a) provide a conceptual framework for interpreting what we observe and
(b) a position to finding solutions

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15
Q

to maximise the capacities of the three brains for learning, teachers should?

A

(a) teach to avoid reptilian brain behaviour by creating a safe learn- ing environment for their students. Such actions include acknowledgement of work that has been attempted or done well, celebrate achievements and minimise compe- tition that could threaten the student’s self-efficacy and confidence;
(b) stimulate the limbic brain to create emotional awareness such as creating familiar associations with experiences through stories and discussions; and
(c) stimulate both the left and right hemispheres of the neocortex with activities that require both analysis (break- ing down) and synthesis (building up).

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16
Q

cognitive constructivism

A

-is that knowledge resides in individuals and cannot be given or transmitted whole to learners by their teachers

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17
Q

Dr. Michael Spector’s definition of Educational technology

A

involves the disciplined application of knowledge for the purpose of improving learning, instruction, and/or performance.

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18
Q

Association for Educational Communications and Technology (AECT) definition of Educational technology

A

the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources

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19
Q

What is Learning ABOUT Technology

A

With the advent of microcomputers in the late 1970s and early 1980s, such as the Apple Personal Computer.

Education focused on teaching the nuts and bolts of technology
How and why things work? (Hardware, Programming)

Today we see Learning ABOUT Technology:
Maker movement in Education: LEGO Robotics, 3D printer, Coding & Computational Thinking

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20
Q

What is Learning FROM Technology

A

-machine if teacher
-behaviourism
-1920s Sidney Pressey’s Teaching Machine, Motivated by Behaviourism, but influenced by progressive education.
Pressey believed every student should be educated individually by teaching to the test.
-LaZerte’s Problem Cylinder (1930)
-B. F. Skinner’s teaching machine (1954), Immediate knowledge, Motivating effect, move at their pace,carefully constructed program, in small steps, Mastery learning
-PLATO – 1960 (computer teaching machine)
Programmed Logic Automated Teaching Operations, innovations: touch screen, email
-International Business Machines (IBM)
1500 Series - teaching machine (1966)

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21
Q

What is Learning WITH Technology

A

-mindtools, powerpoint, to improve critical thinking and problem-solving.
-constructionism
-This approach to technology integration started to appear in late 1980s as microcomputers and software products became more sophisticated and could be used to help solve problems, and represent knowledge …
Generic software tools: Word Processing, Spreadsheets, Databases, Multimedia & Video Construction, Concept Mapping (e.g., Popplet), Mathematica…

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22
Q

What is learning?

A

The brain plays a role
Environment & surrounding stimuli
Based on Associations
Occurs in social & cultural context

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23
Q

B.F. Skinner’s theory?

A
  • behaviourism: attempted to describe human behavior in terms of rewards or punishments.
  • In technology-supported learning environments, behavioural changes are evident in drill-and-practice programs that use instant positive feedback, this reinforces the student to continue interacting with the instructional program.
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24
Q

Jean Piaget’s theory?

A

Constructivism

  • A learner must construct/build their own knowledge progressively through experiences.
  • Stage theorist (intellectual development & biological development are linked)
  • Sensorimotor (birth - ~2) (develop object permanence)
    1. Take a red ball and move it in front of child, child follows it, you put it Behind back and child forgets.
  • Preoperational ( ~2 - ~7) (egocentric language)
    2. Kids always saying ‘I did this, I did that’. Egocentric talk
  • Concrete operational ( ~7 - ~12) (physical objects)
    3. Kids is able to use logical thought to physical tasks.
  • Formal operational ( ~12 - forever)
    4. Where abstract reasonable ability is developed.
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25
Q

Vygotsky theory?

A

Social Constructivism
-Whereas Piaget was more about the individual,
Lev Vygotsky was more about the community.
-Children Co-construct knowledge through interaction with others (peers, advanced peers, adults)
-Learning can lead development
Child counting objects (level of assisted performance)
-Development cannot be separated from its social context.
-Language development plays a central role in cognitive development
-proposes that learning takes place in the Zone of Proximal Development (what the student already knows, what a student can learn with help, and what the student does not know)

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26
Q

Bruners theory?

A
  • building from constructivism: discovery learning
  • learning takes place best in problem solving situations, where the learner draws on past experiences and existing knowledge to discover facts and relationships.
  • Learner interacts with the world by exploring and manipulating objects, wrestling with questions, or performing experiments.
  • Learner is more likely to remember concepts when knowledge is discovered
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27
Q

Seymour Papert theory?

A
  • Constructionism
  • The word with the n expresses the further idea that this happens most felicitously when the learner is engaged in the construction of something external or at least sharable… a sand castle, a machine, a computer program, a book, [a robot].”
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28
Q

Cognitive Load Theory (Sweller) and the 3 types

A

-Cognitive load refers to the effort used by our working or immediate memory (as opposed to our long-term memory)
-Three kinds of load
○ Intrinsic (manage)
○ Extraneous (minimize)
○ Germane (maximize)

29
Q

Cognitive offloading:

A

the use of bodily actions and/or external devices to alter the information processing requirements of a task so as to reduce cognitive demand (e.g., counting on ones fingers, using pen and paper to make a list;

30
Q

4 E of cognition

A

Embodied Cognition
Embedded Cognition
Extended Cognition
Enactive Cognition

31
Q

Embodied cognition

A

Cognition cannot be fully described in terms of abstract mental processes (i.e., in terms of representations). Rather, it must involve the entire body of the living system (brain and body).
-Embodied cognition: cognition involves more than the brain and includes a more general involvement of bodily structures and processes

32
Q

Embedded cognition

A

Cognition is not an isolated event separated from the agent’s ecological niche. Instead, it displays layers of co-determination with physical, social, and cultural aspects of the world.
- Embedded cognition: cognition functions in the context of a related external environment.

33
Q

Extended cognition

A

Cognition is offloaded into other biological beings or non-biological constructions/“devices” to serve a variety of functions that would be impossible (or too difficult) to be achieved by only relying on the agent’s own mental processes.

  • Mindtools, learning with technology
  • Extended cognition: cognition extends beyond the brain and body and involves things and others in the external environment.
34
Q

Enactive cognition

A

Cognition is conceived of as the set of meaningful relationships determined by an adaptive two-way exchange (interaction) between the biological and phenomenological complexity of living creatures and the environments they inhabit and actively shape.
-Enactive: cognition functions in interactive relationships to things and others in the external environment.

35
Q

Media Ecology

A
  • Interdisciplinary field of study defined as the study of media as environments.
  • Media ecologist consider ANY TYPE OF MEDIA as a medium.
  • Each medium of tech in use has different side effect on the classroom ecosystem.
  • Tech is not neutral
36
Q

What do Media Ecologists do?

A

attempt to discern a technology’s “biases”, that is, its effects and unanticipated side effects.

37
Q

What to they mean when saying that medium is the message?

A
  • The specific content or message that is conveid by tech allows for a patern and other side effects. How it changes how we think about the world.
  • Tech is also extentions of the human body which also deminishes other parts of the body.
  • Tech is a process of exending out nervous system. We are reducing some part of out body.
38
Q

Marshall and Eric McLuhan propose that all technologies have four basic effects in common. What are the four Laws of Media.

A

ENHANCEMENT
Every medium or technology enhances some human function.
RETRIEVAL
In achieving its function, the new medium or technology retrieves some older form from the past.
REVERSAL
When pushed far enough, the new medium or technology reverses or flips into a complementary form
OBSOLESCENCE
In doing so, it obsolesces some former medium or technology,
which was used to achieve the function earlier.

39
Q

What is Martin Heidegger’s Philosophy of Technology?

A 
-As with Heidegger, Being for
indigenous thought is something that
is not controllable as a whole by the
human self.
-We human beings are:
“Beings-in-the-world”
-Our world of “equipment”:
“Present-at-hand” 
“Ready-to-hand”
-being in the world
40
Q

Difference of ready-to-hand and present-at-hand

A

Ready-to-hand: As soon as i start to use it, hammer is no longuer an oject, it is an extention of my arm. It is intergrated as part of my intergrational web. Intimate relationship with it, focused on the task itself

Present-at-hand:Thing appears to us as an object

When we use a tech, an dit become intergrated in our teachnig or learning we develop a relationship wiht it. We sometime forget it’s presense and forget about it.

41
Q

Don Ihde’s Postphenomenology

A

(Human Technology World)*
Technology mediates our relationship to our world by occupying this middle “in-between” position.
-Technology mediates our relationship to our world

42
Q

Embodiment Relations

A

“Technologies extend human capabilities, and therefore constitute extensions of the human body (McLuhan, 1964), offering us new affordances, new possibilities and opportunities for human action.” (Strate, 2016, p. 2)
(Human ─ Technology) → World

43
Q

Hermeneutic Relations

A

Tech is an overlay in which i interpret the world
-Clocks, temperature, globe
create an interpretive (“hermeneutic”) overlay that shapes how we subsequently “see” or interpret our world;
● habituate students to a particular “way of knowing” the world or “worldview”;
● extend our cognitive capacities, i.e., they are cognitive extenders as well as “cognitive mediators” (Goulet & Goulet, 2014)
● are the HTW relation most often facilitated by teachers

Human → (Technology ─ World)

44
Q

Ruben Puentedura’s SAMR Model 4 sections

A

Transformation:

  • Redefinition: do you believe he create new things that were not there before
  • Modification: significant task redesign

Enhancement:

  • Augmentation: Technology can act as a direct tool substitute, with functional improvement.
  • Substitution: Technology can act as a direct tool substitute, with no functional change
45
Q

How does SAMR help teachers?

A
  • it provides teachers’ with a way to think outside the box by asking them to consider the multiple ways that a given technology may be used to support learning. SAMR also helpfully clarifies that a technology is relevant only in terms of how it supports what learners DO, i.e., learning tasks. However, as noted, SAMR lacks a strong theoretical framework, little research has been conducted on it, and there is no evidence that encouraging teachers to scale the SAMR ladder from Substitution to Transformation necessarily benefits learners.
  • it provides teachers’ with a way to think outside the box by asking them to consider the multiple ways that a given technology may be used to support learning. SAMR also helpfully clarifies that a technology is relevant only in terms of how it supports what learners DO, i.e., learning tasks. However, as noted, SAMR lacks a strong theoretical framework, little research has been conducted on it, and there is no evidence that encouraging teachers to scale the SAMR ladder from Substitution to Transformation necessarily benefits learners.
46
Q

What are the three different Outcome Categories for the ICT Program of Studies (PoS):

A
  1. Communicating, Inquiring, Decision Making and Problem Solving (C1-7);
  2. Foundational Operations, Knowledge and Concepts (F1-6); and
  3. Processes for Productivity (P1-6).

(CFP)

47
Q

What’s will the students learn with the ICT curriculum?

A

The ICT curriculum is not intended to stand alone, but rather to be infused within core courses and programs.”
-“Students will learn:
• that, although technology is often complex, it is simply “a way of doing things”
• about the impact of technologies in their lives and workplaces
• how to determine which processes, tools and techniques to use, and when to use them
• how to use and apply a variety of information and communication technologies to problem solving, decision making, inquiring and researching in the context of other subject matter. “

48
Q

ICT is about the new ways in which we can communicate, inquire, make decisions and solve problems. It is the processes, tools and techniques for:

A
  • gathering and identifying information
  • classifying and organizing
  • summarizing and synthesizing
  • analyzing and evaluating
  • speculating and predicting.
49
Q

What are the two aspects of curriculum?

A 
-Scope (the breadth of
what is taught or
“covered”
- Sequence (the order
in which subject matter is taught)  
A Curricular Sequence:
● is normally defined by Grades (K-12)
50
Q

What is the difference between general outcomes and specific outcomes?

A

General Outcomes

  • are overarching statements about what a learner is expected to learn in a subject area strand, unit or category at a specific grade (or division) level
  • May use a somewhat different term, e.g. “General Learner Expectations” (from the Science K-6 PoS)

Specific Outcomes

  • identify the specific knowledge, skills and attitudes of a general outcome; they are the building blocks of a GO
  • May also use a different term (check PoS front piece).
51
Q

Curriculum what and how

A

What is in the Alberta teaching curriculum is the what that kids need to know and the how is how teachers decide to teach it.

52
Q

Curricular knowledge

A

Curriculum and its associated materials are the materia medica of pedagogy, the pharmacopeia from which the teacher draws those tools of teaching that present or exemplify particular content and remediate or evaluate the adequacy of student accomplishments. It includes technological knowledge.

53
Q

What is the hidden curriculum?

A

The “hidden curriculum” are (unintended) side effects of school learning
● This includes the unwritten and sometimes unintended lessons, values and perspectives that learners learn in school
● Taken-for-granted or “transparent” (ready-to-hand) technologies serve to structure much of the “hidden curriculum” learned in schools.

54
Q

What are some ICT PoS Weaknesses?

A

Lack of accountability at the grade level, because it is geared towards divisions rather than being grade-sensitive or subject-sensitive
● Some outcomes may never be addressed by the time a student graduates

55
Q

Instrumental Technoethics

A

-Humanist
-Technology as an artifact or “just a tool”
-Human Technology
-Humans are autonomous, agential beings; technologies are neutral and have no agency outside of us humans = subject-object dichotomy
-radically separate entities
-Technologies are separate from us humans, and have no
agency in and of themselves
-Technologies are value-neutral; they do not have embedded
biases: humans bring their own values (biases) to them.

56
Q

Instrumental ethics questions and actions:

A

-What human rights (e.g., the right to privacy, right to
protection from harm) might be violated if I or a learner uses
this technology in inappropriate ways?
-What policies and laws are in place to regulate my or my
learners’ use of technology to minimize negative impacts? (e.g., school/district AUPs, Alberta’s FOIP & Education Act, etc.)

Actions:
-Ensuring new classroom technologies comply with
established policies and laws
-Educating learners about these policies and being good
“digital citizens”
-Obtaining parental consent (and learner assent) as applicable

57
Q

Sociomaterial Technoethics

A
  • Technology as a socially-constructed, political (co)actor
  • (Human ─ Technology)
  • The basic unit of ethical consideration is a hybrid (human-nonhuman) or heterogeneous network of humans and/or technologies
  • Post humanist
  • Latour’s Actor-Network Theory (ANT) or “human-nonhuman” hybrids
  • Winner’s “Do artifacts have politics?”-speed bumps=sleeping cop
  • Tech is biased
  • Humans are better described as (human-nonhuman) hybrids or assemblages
  • Every technology (nonhuman) has built-in biases or “scripts”(programs) that suggest actions for us to follow when we use it
  • Every technology (i.e., non-human) is a political (co)actor, i.e., it is an agent of power when coupled with a human.
58
Q

Existencial technoethics

A

-Technology as world-producing and revealing
-Human- Technology- World
-Technology mediates our relationship to our world (by occupying this middle position). There are different (H-T-W) relations.
-Post humanist
- Heidegger’s “Being-in-the-world” (Human-World)
- Ihde’s mediated Human-Technology-World
relations
-Tech is biased
-how students experience, perceive, make meaning in the world.
-Technology is non-neutral, co-extensive and co-constitutive;
-Our humanity, our culture and ways of knowing the world are
intimately and inextricably bound up with, extended and
conditioned by our technologies
-Technology mediates (conditions) in different ways our experience
of and relations to the world around us (e.g., Ihde’s HTW relations) which includes our relations with others

59
Q

Sociomaterial ethics questions and actions:

A

Questions:
-What are the built-in biases or “scripts” of this technology?
-What does it invite or encourage its user to do? What does is
inhibit or discourage its user from doing?
-What values are embedded, i.e., scripted into this technology?
-Whose power is enhanced when this technology is in use?
-Whose power is diminished and in what ways?

Answers:
-Disclosing a technology’s scripts and biases
-Choosing technology that support one’s values as a teacher
-Selectively using a technology with due regard for its scripts and
biases
-Attending to any changes in power relations with others
-Designing (or adapting) technologies to support one’s pedagogical
values

Class dojo

60
Q

Existencial ethics questions and actions:

A

-What cognitive, perceptual, relational, cultural, actional capacities does
this technology enhance or amplify? What aspects of human being does
it diminish, atrophy or reduce?
-What habits of mind, body or relation does this technology scaffold?
What perceptual frameworks, “ways of knowing” and/or social
arrangements does it privilege? Render obsolete?
-What sort of beings are we when using this technology? Who-what will
we (and our students) become?

actions:
-Discerning what habits of mind (e.g., ways of knowing), body and
relation that a given technology scaffolds and amplifies (and what
it may dismantle or diminish);
-Choosing technologies with the well-being, developmental needs
and resilience of learners’ extended cognitive ecosystems in mind
-Striving to provide a diverse and inclusive media ecology in one’s
classroom

61
Q

AI role with humans

A

In general the thesis maintains that the tools we use to help us complete cognitive tasks can become seamlessly integrated into our biological capacities, being on a par with our brains in so far as both play an indispensable functional role in bringing about our cognitive abilities. A standard example is the indispensable role that a pen and paper play for a mathematician in solving complex equations.

62
Q

• Memory processes:

A

cognitive extension happens when writ- ing is introduced, and our memories (individually and col- lectively) were enhanced. In the future, we will surely see more of the Google effect [33] and cognitive assistants re- minding us of an event or appointment. But AI extenders can also introduce new customized mnemonics to improve long- term memory, or tag our experiences with related people, concepts and other situations to improve episodic memory.

63
Q

Sensorimotor interaction:

A

AI extenders can perceive, rec- ognize and manipulate patterns in different ways, not only through new sensory and actuator modalities but in terms of mixing representations through generative models [7]. This means that new sensors can be intelligently translated into ways that are properly understood by our senses, and new actuators can be integrated as interactive possibilities.

64
Q

• Visual processing:

A

many of the most striking new applica- tions of machine learning have been around ways in which images and videos can be processed and generated. Coupled with augmented reality and other ways of transforming the input through intelligent filters, the possibilities of seeing things we cannot usually see –and in different ways– are endless.

65
Q

• Auditory processing:

A

this includes systems that highlight those parts of the speech that might be missed by the user,
following different conversations and prompting the user when an interesting topic is raised by any of them. AI exten- ders can do this in more powerful (and less stressful) ways than we are used to.

66
Q

Surveying previous work from a full extended mind perspective, we classify the ethical issues into five groups:

A
  • atrophy and safety
  • moral status and personal identity
  • responsibility and trust
  • interference in control
  • education and assessment
67
Q

nature of citizenship and requirements of citizenship, then contrasts these considerations with digital citizenship. Elements he has identified follow:

A
  • Citizenship requires working to high moral principles.
  • Citizenship requires balancing personal empowerment and responsibility with community well-being.
  • Citizenship requires participation. Communities, whether local, regional, national, social or political require members to participate for the community to have value and meaning.
  • Citizenship requires education. Attaining high moral principles in community interactions does not occur automatically. It requires guidance, typically from an elder’s (e.g. teacher’s) hand.
68
Q

The term digital citizenship creates?

A

a new form of citizenship. While it builds upon the concepts of citizenship, subtle characteristics and nuances are part of this newer form. The nature of these specific characteristics is shared later in this guide.

69
Q

Where is AI in our own lives?

A
  • Sports
  • healthcare
  • agriculture
  • social sciences and humanities

EDU 210 (2 decks)

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