Static and Dynamic Technologies

According to Moller (2008), the static end of the continuum is consistent with the learner capturing information via podcasts, videocasts, web pages or any form of written text.  As the instructor responsible for getting information across to our students, we all have some form of static use of technology included in our lesson design.  Moller (2008) argues that between the static and dynamic lays a middle ground that allows the user to analyze, contribute, synthesize, reflect and argue thereby creating new knowledge.  This can be achieved with the use of technological tools such as wikis, blogs, discussion boards or chat spaces.  At this point in my career, I do not use a wiki, blog or discussion board for any of my classes, but I do see its collaborative potential and use in the near future.  Although I don’t use these technological tools, I do strive for analysis, contribution, reflection, synthesis and discussion among my students if they are in cooperative groups, in a class discussion or elaborating on class projects.  The other end of the continuum, according to Moller (2008) is the dynamic use of technology that provides opportunities to explore, think, analyze, create and experiment.  These higher-level learning skills allow students to become less dependent on the instructor and more self-motivated.  It’s always a good day when a student can say: “I figured it out!”  These dynamic technologies that help foster the engagement of our learners to be independent thinkers are exemplified in virtual simulations, gaming, multi-user environments and constructivist’s applications (Moller, 2008).  In a high school math class there are daily struggles with diverse learners just trying to grasp procedural knowledge and practice in 42 minutes each day.  The learning environment in a traditional classroom is not presently conducive for online virtual simulations.  However, in my computer programming class, where each student sits behind their own computer, he or she has ample opportunity to conjecture, manipulate and independently learn at their own pace.  Honestly, I love teaching that class, because my students determine their own learning.  Although they are guided, they make use of gaming, virtual simulations, and live a constructivist approach to learning the programming languages of Java and Visual Basic. 

In order for me to move into the dynamic use of technologies for my math students, I have to think creatively and be willing to let go of the traditional approach I am so accustomed to following.  I don’t want to adopt technologies unless they make a difference in their learning.  So initially, I would probably design a group project that would give students an opportunity to construct knowledge independent of my instruction and capitalizing on the technology I can find that would be appropriate for their use and level.  According to an interesting blog from Discovery Education (2010) wikis “encourage the four C’s (critical thinking, communication, collaboration and creativity) and keep kids motivated to do their work.”  In addition, “they are dynamic entities that take on a life of their own and outlast static reports and displays” (Discovery Education, 2010).   I think the easiest way to immerse in the dynamic end of the continuum is to create a wiki for my class and give my students an ongoing method to collaborate and produce audio, video and images to support their learning. 

References

Discovery Education (March 31, 2010). Web 20.10 Blog –Wikis Retrieved form

http://web2010.discoveryeducation.com/blog/index.cfm/2010/3/31/Web-2010-Blog--Wikis

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