Moller (2008) describes online technologies as being found on a continuum, from static to dynamic. Static technologies imitate the traditional classroom instructional practices whereas dynamic technologies allow the learner to do more than reproduce what someone has told them (Moller 2008). In my own classroom practices, I feel that I fall somewhere along the middle of the continuum. As a seventh grade Language Arts teacher, I incorporate wikis, blogs, and online projects which allow my students to create new knowledge; however, I definitely have room for improvement in terms of moving to the dynamic use of technological tools. Due to a lack of resources and computer availability in my school, I often encounter issues with the implementation of technological resources, especially those available online. Through my educational endeavors, specifically my current classes, I have been exposed to online resources that I had previously never heard of or considered using in my own instructional practices. Through scaffolding and differentiation of instruction, I could definitely incorporate these technologies to engage the learners and meet the needs of my diverse student population.
In addition to my own classroom practices, I can use my current knowledge
of static and dynamic technologies to assist my coworkers in improving their
current uses of technology. Although I may not have mastered the use of online
technologies, I am continuously reviewing various resources and tools. Some teachers
lack time and/or the motivation to seek out these online resources. By
informing others of this information, I can assist others with the adoption of
these innovations while also improving my own practices. Students who are not
consistently exposed to opportunities permitting critical thinking often struggle
in classrooms which require students to manipulate information and reflect on
what they know. Therefore, using online technologies to engage learners should
be a community/school wide effort. Online technologies have great potential in the
classroom for all learners and it is my responsibility as I pursue my degree in
Educational Technology to convey the potential of such technology.
Reference:
Moller, L. (2008). Static and dynamic technological tools. [Unpublished
Paper].
Hi Laura,
ReplyDeleteYou spoke of some of the barriers to using technology that you experience at your school. I think there are many individuals, like you who are moving up the continuum from static and moving towards dynamic uses of technology, but school systems do not make it easy to do. For example, at my school You Tube and Facebook are blocked. Of course there are other options, but these are the tools that kids are using. I work at an elementary school, so mobile phones aren't really commonplace for our children. Does your school or any school that you know of embrace mobile phones as a dynamic technology used in school? I hear more about policies against using them than schools taking advantage of them as a dynamic tool. While I do understand some of the arguments against mobile phones as an instructional tool, when I see how youth today use their phones, I just think we are missing the boat by not taking advantage of them. What are your thoughts?
Cathy,
ReplyDeleteThanks for your feedback. My school does not allow the use of cellular devices so we are not able to incorporate them into instruction. Like you, I also believe we are missing the boat by failing to incorporate a strategy that obviously has the potential to engage the learner. You also mention that YouTube and Facebook are blocked at your school. This is not so at my school; however, students are often caught accessing the websites during instruction for social purposes which often leads to loss of computer use. Students must respect the rules and rights of using technology; otherwise, it makes it difficult for teachers to take the initiative to incorporate such innovations in their instruction.
My focus is in adult/higher education, and it seems more of a struggle for me to engage older adults in the use of technology in class than younger students. I would think students in K-12 would be more than eager to incorporate the latest technology into their instructional day. I don't think any schools in San Diego would allow cell phone technology because of the distraction cell phones provide to the instructional day, and there would be no way to regulate it solely for instructional uses. However, I have seen laptops issued to students where they can use varieties of educational software to complete assignments and coursework. I will be teaching K-8 online using smartboard technology - ElluminateLive! to be exact. I have already heard from a Librarian I know of students using laptops in the Library to access their student portals to interact with other students and their instructor synchronously. If you engage students in their areas of interest, learning is more efficient, and I think technology engages the K-12+ students in a positive way.
ReplyDeleteI like your concept map. How did you get it to post on your blog?