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 [Unpublished Paper].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.
It's great to hear you doing such innovative things with your young students. It provides a foundation for what they should become accustomed to in education. Though you may not be able to utilize all the of the dynamic technologies with them, you are helping to establish their ease with technology so that when they are mature enough to use more dynamic technology, they'll already have the background knowledge to be successful.
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