After so many difficulties, here is my final video presentation

http://youtu.be/6ZMio5QFQ38

Module 5: Great links to find great static and dynamic technologies concept maps

This static and dynamic technologies concept map is a great graphic organizer. It contains lots of

 information and the graphics are unique. I like the fact that Penny used a different type of template to

 create this fantastic concept map.

Another great concept map! This one has been color coded in order to make it easier to read. Very resourceful. There are so many tools listed for each of the categories. This Walden student put a lot of effort and time to create this detailed concept map. Well done!

Links:

http://pennyfree.blogspot.com/2010/05/static-dynamic-technologies-concept-map.html

http://durffsblog.blogspot.com/2012/02/concept-map-static-versus-dynamic.html

module 5 static and dynamic technologies

Please review my concept map. Thanks. Diana

http://www.slideshare.net/slideshow/embed_code/13881940

Static and Dynamic technologies concept map

Please review my concept map. Thanks

http://www.slideshare.net/dabsatz/static-and-dynamic-technologies-concept-map

Moving Toward Dynamic Technologies (Module 5)

There is no doubt that effective static and dynamic technologies can be used in any classroom at all

 levels to engage learners. These technologies are helping instructors to develop content ideas across

 a variety of curricular areas. “On the static end we see technologies such as podcasts or video casts,

 Web pages, and text. These technologies, while efficient at broadcasting information, do little to help

 learners build their own knowledge. At best, static technologies allow learners to capture

 information”(Moller, 2008). As an educator, I believe that I am in the middle of the static-dynamic

continuum because I use constantly static technologies to broadcast information in a way that will

 engage the attention of my Kindergarteners. I also feel that I am right on the middle of the dynamic

 continuum because my young students are always encouraged to use the virtual learning tools

 available at the school’s district website. My students navigate and interact with several instructional

games, virtual manipulatives, websites and software in all subject areas. In order to move to the end

 of the static continuum I often provide my students with assessment tools like online quizzes and

 surveys in order to promote their critical thinking skills and assess the acquisition of new knowledge.

 “The dynamic end of the interactivity continuum includes tools that involve learners on a much

deeper cognitive level” (Moller, 2008). Unfortunately, my students are too young to be able to

 participate independently in simulations, collaborative activities on the web and video conferencing.

I strongly believe that only virtual primary educators are the ones who can actually find themselves at

 the end of the static-dynamic end of the continuum. Online educators are able to provide their

 students with easy access to static and dynamic visual representations of the content of their courses.

 Some of these technologies include digital study guides, video streaming, computer-based

multimedia, simulations, cognitive support software (e.g. statistical software), internet based libraries

 and databases, video conferencing, and web 2. collaborative tools. Those are very dynamic

technology tools don’t you agree?

References:

Anderson, T. (2008). The theory and practice of online learning. Edmonton: AU Press.

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper]. Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.