Online technologies are described as being found on a continuum, from static to dynamic (Moller, 2008). The instructional designer chooses a particular technology tool to used based upon the outcomes of that he/she expects. The continuum can be characterized much like Bloom’s Taxonomy, moving from a process that is minimally cognitively demanding and gradually increasing the cognitive demand until the final level that requires deep cognitive levels of thinking. For example, in a research project, watching streaming video and taking notes about it is less cognitively challenging than searching the internet and compiling a collection of webpages, documents, photographs, and video in LiveBinder.
I believe that I have moved well past the static use of technology and am well on my way to the dynamic use of technological tools. Concept maps and Google Docs are tools that I use on a regular basis. I used a variety of multimedia tools such as pictures, audio and video to create projects. I have tried to use online polling tools and surveys. My greatest challenge is that there are very few colleagues or teachers who I supervise who are ready for some of the dynamic technology tools in their teaching. I move ahead with caution, as these teachers need scaffolded opportunities to teach with such tools. They are just becoming comfortable with the more static uses and I must help them to build their confidence toward a more dynamic use. Although my school setting is not online, I believe that this concept is applicable to an on-the-ground setting.
References
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
4 comments:
Cathy,
Your various uses of technology confirm for me that you have moved well past the static use of technology. Do you have your students use these technologies on a regular basis to complete tasks in the classroom?
Like you, I have encountered colleagues who are not ready to use the more dynamic technological strategies for teaching. Why do you feel these teachers are not ready to use the dynamic technology tools?
Great post!
~Laura
I like the look of your concept map. It is organized, uniform, and you fit a lot of information in a logical sequence to explain your points. On my next concept map assignment, I will keep yours in mind.
Laura, I'm not currently in the classroom so I am speaking of my own personal experience outside of the classroom. However, I do work with teachers trying to help them build their skills and confidence so that they feel comfortable trying out dynamic tools. In response to your question, I think that the main reason teachers don't use these tools is that the majority of them at this time are digital immigrants...this is new territory for them and they either do not have the skills or they don't have the confidence to use them. It is critical that if we expect teachers to teach using new tools that we give them the opportunity to learn and practice with them. In my school we have a new reading and a new math series this year. Our time is dedicated to rolling out the new curriculum and teachers are overwhelmed. We could focus upon one tool and embed training for that tool into what we do until teachers are comfortable to add another to their repertoire. To implement without adequate and sufficient training is to set ourselves up for ineffectiveness and failure.
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