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Static and Dynamic Technology and Media




Technological advancements of the 21st century has definitely improved teaching and learning in the classrooms all across the nation. Leveraging the latest devices, Web 2.0 tools, and social networking media have transformed the learning environment, enhanced instructional practices that are more student-centered, and have positively impacted overall student achievement. Many educators have created technology-rich environments that are relevant to a constructivist classroom.  For instance in many classrooms, students post their own essays on blogs, use wikis to work in collaborative groups on problem-based learning projects, and using social networking sites (Edmodo, Twitter, and Facebook) to engage in asynchronous or synchronous discussions to share ideas or various forms of media for higher-level thinking and to extend learning beyond the classroom walls.  

Even though technology has transformed the way instruction is delivered in today's classroom, It is imperative for educators to understand that technology is only a tool to augment instructional strategies and pedagogy delivered by the teacher.  The teacher's role is very critical in the instructional process, and should never be substituted with technology.  In support of this view, Fahy (2008) stated that when using online instructional technologies for collaboration, teaching presence (leadership and facilitation) is needed for students to gain a deeper understanding through their interactions.  

As educators think about how they will use technology to support learning, they should understand that technology can be leveraged along a continuum of static to dynamic (Moller, 2008).  Moller explains that on the static end of the continuum technologies are used to disseminate information to learners which mirrors the traditional teacher-centered approaches.  In the middle of the continuum, technologies are used to allow learners to interact with their peers and synthesize ideas from others to generate new knowledge.  On the dynamic end of the continuum, emerging technologies are used to actively engage students in the learning process where the teacher places great emphasis on constructivist approaches.  On this end, instructional practices are anchored in experiences where learners engage with content and collaborate with peers on a deeper cognitive level as they construct new knowledge from meaningful, real-world, and authentic tasks.  

The attached concept map illustrates examples of specific technological tools that can be used to support both static and dynamic learning experiences for students in terms of content generation, communication and collaboration.    Concept Map of Static and Dynamic Technology and Media


References:

Fahy, P. J. (2008). Characteristics of interactive online learning media. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 167-199). Edmonton, AB: Athabasca University Press.

Moller, L. (2008). Static and dynamic technological tools. Unpublished paper. Baltimore, MD: Laureate Education, Inc. 

Other blogs that I commented on regarding this topic:

http://clgrisby.edublogs.org/2014/02/02/moving-toward-dynamic-technologies/#comment-42


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