midterm Flashcards
TPACK
Technological, pedagogical content knowledge- how knowledge domains intersect (effectively teach and engage students with technology), what teachers know, how they teach, role of tech to better impact student learner
Pedagogical Knowledge
how we teach, art and science of teaching (PK: instructional strategies, teaching methods, assessments)
Content Knowledge
what we teach (CK: facts, concepts and theories)
Technological Knowledge
how technology is used, tools (how to select, use and integrate technology into the classroom)
XK?
ConteXtual Knowledge: “A teacher’s organizational and situational knowledge, which includes knowing how their organization functions and how levers of power and influence can affect sustainable change.”
Brain-Based Learning Principles
All learning engages the physiology (brain and body is engaged)
brain/mind is social (learn)
Learning should be relevant to students’ interests and personal experiences
Brain perceives and generates patterns
Emotions are critical to patterning
Parts and whole are processed simultaneously
Learning involves focused attention and peripheral perception
Learning is conscious and unconscious
Rote learning (taxon memory)
Isolated facts and skills developed through practice and rehearsal
spatial (autobiographical)
dynamic and builds relationships between facts, events and experiences
Learning is developmental
Behaviourism (Skinner)
Study of overt behaviours that can be observed and measured
Mind is a black box that respond to external stimulus, can be observed quantitatively
-psychological theory, learning is a function of change in overt behaviour that is result of individuals response to a stimulus
rewards and punishment
Behaviourism: positive and negative reinforcement
Positive reinforcement/reward: rewarded responses are likely to be repeated
Negative reinforcement: responses that avoid painful or undesirable situation are likely to be repeated
Extinction or non-reinforcement: responses that are not reinforces are likely not to be repeated
Punishment: responses bringing painful pr undesirable consequences will be suppressed by may reappear if reinforcement changes
Piaget’s Theory of Constructivism (cognitive constructivism)
learner must construct/build their own knowledge progressively through experiences
Based on P’s cognitive developmental theory- concept formation is an individual follows clearly defined set of stages
Piaget’s Constructivism, 4 stages of cognitive/intellectual development
Sensorimotor (birth-2): learn through exploration or world, direct sensory and motor contacts, object permanence
Preoperational (2-7): think about things symbolically, use language, unable to adopt alternative viewpoints or think from other perspectives (egocentric)
Concrete operational (7-12): demonstrate logical, concrete reasoning and adopt alternative viewpoints (less egocentric). Operational thinking, unable to systematically handle complex problems with several variables
Formal operational (12-adult): think logically and abstractly, think hypothetically, considers abstract concepts
Bruner’s Constructivism
3 non-linear stages:
Enactive: action based
Iconic: image based
Symbolic: language based, symbols are flexible and can be manipulated, not constrained such as with actions and images
discovery learning, cnocrete thinking to abstract thinking
Vygotsky’s Social Constructivism
social context of learning, mediating agents, learning process involves interaction with other individuals
Vygotsky’s Zone of Proximal Development
what the student can learn with help, mediating role others have in assisting with development of an individuals learning (in between what student learns and what student does not know)
Constructionism (Papert)
Learning by doing, physical construction of a tangible product or artifact
Cognitivism
study of psychology, mental processes behind changes in behaviour
Cognitive load theory (3 types)
Intrinsic: “Manage” inherent level of difficulty- complexity instructional material and interacting elements
Extraneous: “Minimize”good design of teacher reduces this
Germane: “Maximize” effective, load imposed by instructional materials that fosters the process of learning
Connectivism (Diemens)
learning in a digital age, effect of tech (communication, constructing knowledge
Situated learning and communities of practice
learning does not stop outside of classroom, learning embedded in activities
Mindtools
learning with tech
tech tools that can support and enhance problem solving and critical thinking
active engagement, creation, student control
4e Theory of cognition
Embodied: evolve the entire body of the brain and body, needs an environment
Embedded: cognition is not an isolated event
Extended: (spider’s web) cognition offloaded
Enactive:
ICT (information and communication technology)
not intended to stand alone
Communicating/inquiring/decision making
Foundational operations/knowledge/concepts
Processes for Productivity
Hidden curriculum
unintended side effects of school learning, unwritten/unintended lessons/values/perspectives, taken for granted/transparent tech
Media Ecology (Postman)
media and environments
educational currucula, art, media production and public policy initiatives
Postman Media: amplification/reductions
(or effects/side/effects)
tech is an extension of us
amplified: what is
McLuhan’s Laws of Media
medium is the message- tech extends human capacity - extensions amputate another ability/sense
-Enhancement: improves a human function
-Obsolescence: new tech pushes aside another older tech
-Retrieval: new tech retrieves an older form from the past
-Reversal: when pushed far enough tech flips/reverses
Ihde’s HTW: Embodiment Relations
(Human-Tech)–>World
- extending human capabilities, extensions of human body
Ihde’s HTW: Hermeneutic Relations
Human–>(Technology-World)
-Interpretation, read the world through tech
-extensions of our cognition
-HTW most often facilitated by teachers
Idhe’s HTW: Alterity Relations
Human–> Tech (-World)
-robot or other being
-tech before we know how to use it/interpret it
-when tech stops working and we become aware of it
Background Relations
Tech outside our purview/not something we think of (furnace)
-when background tech breaks it becomes alterity
SAMR Model
laddered 4 level approach to guide teachers in tech selection/eval
-Substitution: direct tech substitute- no functional change
-Augmentation: direct tech substitute, with functional improvement
-Modification: tech allows for significant task redesign
-Redefinition: tech allows for creation of new tasks, previously inconceivable
TEFT
Techno-ethical Framework for Teachers
3 lenses for teachers
TEFT: Instrumental
Humans presumed rational beings, objects are value neutral
-tech is just a tool that morally responsible humans use (policies and laws)
TEFT: Sociomaterial
Post-humanist
human-nonhuman hybrid relationships
tech is socially constructed, moral responsibility is distributed and shared with humans/nonhumans
Tech’s built in biases, translated behaviour in prescribed ways
TEFT: Existential
how tech mediated how we humans think, act, dwell in our world
tech is world producing and revealing
Heidegger: human-being-in-the-world
Heidegger: Present-at-hand
clear division between human and object you are using
actively held in thoughts/consciousness
Heidegger: Ready-to-hand
not in your consciousness, the more we use it-becomes more ingrained
IK
Indigenous Knowledge (part of TPACK)
-adaptable, dynamic system based on skills/abilities/problem solving techniques that change over time (enviro conditions)
-it not uniform, many layers of being/knowing/expressing
digital tech seen as threat to traditional values/ways of knowing/tribal histories
Indigenous Metissage
transcultural dialogues committed to ethical relations, intentions to reveal and deconstruct colonial frontier logics and tell a new story
Epistemic Humility
Disciplinary habit of mind for conducting all inquiry, acknowledge limits and fragility of own perceptions
Reconsidering TPACK
XK comes first
focus on students’ prior knowledge, abilities, personality
-teacher as learner/agent of changes/facilitator
I-TPACK
IK as 4th overlapping circle
no overlap with IK and TK
doesn’t acknowledge connections/divergences between Western and Indigenous knowledge
INDANDWEST-TPACK
includes Indig and West knowledge systems in PK and CK
TK untouched by IK and WK systems
