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 [Unpublished Paper].
