Relevant Learning Theories.

• Behaviorism – The environment controls our learning through rewards and punishments.
• Constructivism- Learning is inherently individual within an individual’s memory and cognitive processes.
• Social Constructivism – Learning is social as we look to role models and work in our zone of proximal development
• Situated Cognition – Learning is social as defined by participation in communities of practice and communities of learners

Frameworks for understanding wise technology adoption

SAMR – One way to view the integration of technology int0 your class is to consider where you intended use of the technology lies on the continuum between a simple substitution of a technology for an existing one, such as asking students submit a digital gdoc or .docx instead of a typed paper essay, and a complete definition of your teaching and learning approach that were previously unavailable, such as having students experience historical events in virtual reality. In between these two are a simple extension (augmentation) of an existing process as when suggesting tools are used to provide comments and edits directly on a version of an essay instead of red-pen mark-ups. And finally significant modifications from an original learning task, such using a gdoc to enable group assignments for small teams to simultaneously write and edit (such as during a debate.

 

 

TPACK  – Another way to conceptualize your technology integration is to consider how it “fits” within the TPACK framework. You should be looking for a use of the technology that is in the “sweet spot” in the center of this Venn diagram, representing the intersection of the affordances of the tech tool or app (TK), the teaching/pedagogical approach you are using (PK) such as self study or group work, and the content of your instruction (CK)– those are the big circles. It is interesting to consider the grey area the overlap any 2 of the circles as they represent interesting concept of teaching, such Shulman’s pedagogical content knowledge (PCK).  PCK include knowing things like common misconceptions students have, and know not just the “right” answer, but knowing the many ways students can have wrong or incomplete knowledge, and better still how to support students with different misconceptions differently to support their learning.

 

Conjecture Mapping- linking theories of learning to the wise adoption of technology for teaching

   Conjecture maps are a way to do more than just describe your expectations for a successful integration of technology into classroom instruction. Sandoval’s (2014) idea is to be more explicit about how you think a particular use of technology is impact learning. Specifically the richer description would include how students might “embody” the use of the tool in your class assignment or activity, at least what you think they should do with the technology. The richer description would also include links to what using the tool a particular way might lead to in terms of theoretical concepts from learning theory, such as engagement or reflective learning or even deep knowledge and transfer from school to out-of-school life, described in the diagram as “mediating processes” of learning. Finally, the richer description would include a prediction of specific observable student learning outcomes including knowledge, skills/behaviors, and attitudes/dispositions.

[In you HuskyCT course area there should be a Powerpoint .pptx file with a template you could use]