Midterm 1 Flashcards

Question

Vygotsky theory?

Answer 1

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)

Answer 2

- 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

Answer 3

- 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].”

Answer 4

-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)

Answer 5

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;

Answer 6

Embodied Cognition Embedded Cognition Extended Cognition Enactive Cognition

Answer 7

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

Answer 8

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.

Answer 9

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.

Answer 10

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.

Answer 11

- 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

Answer 12

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

Answer 13

- 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.

Answer 14

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.

Answer 15

``` -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 ```

Answer 16

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.

Answer 17

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

Answer 18

“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

Answer 19

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)

Answer 20

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

Answer 21

- 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.

Answer 22

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)

Answer 23

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. "

Answer 24

* gathering and identifying information * classifying and organizing * summarizing and synthesizing * analyzing and evaluating * speculating and predicting.

Answer 25

``` -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) ```

Answer 26

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).

Answer 27

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.

Answer 28

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.

Answer 29

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.

Answer 30

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

Answer 31

-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.

Answer 32

-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

Answer 33

- 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.

Answer 34

-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

Answer 35

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

Answer 36

-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

Answer 37

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.

Answer 38

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.

Answer 39

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.

Answer 40

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.

Answer 41

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.

Answer 42

- atrophy and safety - moral status and personal identity - responsibility and trust - interference in control - education and assessment

Answer 43

- 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.

Answer 44

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.

Answer 45

- Sports - healthcare - agriculture - social sciences and humanities

Midterm 1 Flashcards

(69 cards)