Moving Toward Dynamic Technologies
Distance education (distance teaching and learning) is evolving at a fast pace to include static (podcasts or video casts, Web pages, and text ) and dynamic (virtual simulations, gaming, multi-user environments, and mind tools) technologies (Moller, 2008). Moller (2008) argued that static technologies were efficient at broadcasting information and helping learners build their own knowledge, while dynamic technologies served as catalysts to engage learners in a deep understanding, application, and transfer of knowledge, through representation, manipulation, and reflection on what students knew.
As technologies allow me to capture information in online learning environment that is more supportive of experimentation, divergent thinking, exploration of multiple
perspectives, complex understanding and reflection than face-to-face learning environment, I could say I am moving from the middle of the spectrum, where I use wikis, blogs, discussion boards, chats, and create new knowledge through analysis and argumentation, toward the right extreme of the continuum (dynamic technologies). Dynamic integrated technologies, in the field of educational technology, support students’ learning and assessment by connecting theory to practice about computing systems, planning and management, instructional program development, staff development, and other advanced applications of technology-based standards. Dynamic technologies provide a learning environment that portrays high-quality learning activities, meaningful cognitive engagement through learners’ autonomy and interaction in a complementary manner (Bernard et al., 2009), and avoid mindless activism (Anderson, 20078).
References
Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.
Bernard, R.M., Abrami, P.C., Borokhovski, E., Wade, C.A., Tamim, R.M., Surkes, M.A., & Bethel, E.C. (2009). “A meta-analysis of three types of interaction treatments in distance education.” Review of eEducational Research, 79, 1243-1288. doi: 10.3102/0034654309333844
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper]
Dear Segla,
ReplyDeleteI would think that PBL is dynamic, not static. As the problem is static, the problem solving and the knowledge become inherent dynamic. But again, I had a lot of problems debating which technology was static or dynamic. why did you choose static for this particular one? Otherwise great post, and great polished map. Thanks for sharing.