STATIC TECHNOLOGIES
These types of technologies are fun and
informative and offer similar information to the traditional classroom, but
“do little to help learners build their own knowledge” (Moller, 2008, p. 1).
They provide lecture-like information for student memorization. Although
somewhat static, but more dynamic than most, the
collaboration strategies of static technologies necessitate more critical
thinking abilities as the need to interact exists. They provide the need for
learners to “consider…compare…synthesize…present responses…[as] new knowledge
is created through analysis and argumentation” (Moller, 2008, p. 1).
DYNAMIC TECHNOLOGIES
Dynamic require a deeper level of thought
and should be incorporated into every distance learning program. Dynamic technologies require that learners
construct their own knowledge and are not ‘fed’ information by the teacher,
resulting in a deeper more lasting understanding of the information presented
(Moller, 2008).
I believe I am on the dynamic end of the “static-dynamic continuum. Although I enjoy many of the static technologies, for education to truly advance, we must work to incorporate more of the technologies that stretch critical thinking skills through the implementation of more dynamic technologies.
Moller, L. (2008). Static and dynamic technological tools. [Unpublished
Paper].
