When I consider the technology I use in my classroom, I would be considered to be on the static side of the continuum. I would like to move toward the dynamic side as I learn more about how to incorporate these tools in the classroom. We are beginning to use Edmodo and Illuminations this year, but only on occasion. I can move toward the dynamic end by researching and finding more information on which programs work best for the situation and slowly begin to teach the students how to use the tools. The dynamic side provides students with more critical thinking activities and allows them to explore. "For the learner, without exploring, thinking, analyzing, creating, and experimenting, powerful, higher-level learning is not possible" (Moller, 2008). Moving to the side that provides students with the opportunities to think on a higher level can only produce positive results.
References:
Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].
Solita,
ReplyDeleteYour map is so pretty! Love the colors. I appreciate your desire to move closer to the dynamic end of the continuum. You're right that dynamic technology allows learning to be more student-centered. Engagement is a key word when discussing dynamic technologies. I believe the more we can engage students in their learning the deeper their learning can be.
Stacey
Solita,
ReplyDeleteCertainly, at the dynamic end of the continuum, leaners engage in further critical thinking activities, as they explore, integrate, and transfer the constructed knowledge to other fields of endeavor. High-quality learning activities, meaningful cognitive engagement through learners’ autonomy and interaction in a complementary manner, characterize the dynamic end (Bernard et al., 2009).
Reference
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.