Skip to main content

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


Comments

Popular posts from this blog

Assessing Collaborative Efforts

In an online learning community, instructors must have the pedagogy and skills in managing and facilitating this environment where the learners are able to actively engage in the learning process of making meaning and constructing knowledge that is meaningful to them.  The use of collaboration is essential in accomplishing this. Palloff and Pratt (2005) maintain that collaboration is the hallmark of constructivism, and "the heart and soul" of the online learning environment.  Through collaboration in a virtual environment, the student has the opportunity to actively engage in collaborative work with a group of peers that will deepen his or her own knowledge and understanding, and  enhance critical thinking skills that are essential for today's globalized economy and 21st century society.  Critical thinking skills are easier to enhance through one's participation in collaboration, than it is to try and master individually (2005).  Hurst and Thomas stated that "c...

The Disruptive Power of Second Life

         Second Life, an online virtual world developed by Linden Lab, allows users to interact with one another through avatars, build virtual objects, and create and trade virtual property and services.   Phillip Rosedale, founder of Linden Lab, claims that individuals, through Second Life, are able to begin again by transforming self and creating a new identity; and these new identities can be replicated in virtual worlds (Rosedale, 2008).   Fox, Bailenson, and Ricciardi (2012) support research findings that virtual representations of the self can actually influence attitude and behavior change in reality.   Since its inception in 2003, Second Life has disrupted the way individuals interact with each other in virtual environments on the Internet.             Thornburg states that disruptive technology is one of the six major forces that explain how new technologies emerge (Laureate Edu...

Engaging Learners with New Tools in an Online Environment

To actively engage today's millennial teenagers, teachers need to rethink their use of traditional strategies and tools, and consider the integration of the Internet and participative digital tools into instructional activities. 93% of teenagers are online, 96% of students have used social technology, and 71% of students use social networking tools weekly (Siemens, 2008). Social media and Internet connectivity have made information and content knowledge more readily accessible and not limited only to academic environments. According to Siemens (2008), both domains of access and interaction have previously been under control of the teacher; however, developments with technology and social software have altered how learners access information and knowledge. By leveraging today's new technological tools and strategies, educators create meaningful online learning experiences in the classroom that will fully engage students in the learning process. The graphic organizer ent...