Static & Dynamic Learning Technologies Continuum…

There is a range of learning technologies within the areas of communication, collaboration, and content in education. The spectrum includes dynamic, middle, and static technologies. Technologies that are included in these areas are found in the concept map on the previous posting. Both types of technologies are used and needed in education, the important choice from a pedagogical perspective is what type of technology is appropriate for the learning outcomes of the learning activity or series of activities. A balance must be struck between the purpose and uses of the static and dynamic learning technologies and their instructional benefit for what needs to be learned.

Static technology examples for the area of communication include web pages, emails, podcasts, videocasts, screencasts, and other forms of static text. Collaboration in static learning technologies are not interactive and include email and text as examples. Content is disseminated through static learning technologies such as web pages, eBooks, and podcasts or videocasts to name a few. These technologies are used to disseminate information and are not easily adapted towards constructing new knowledge for students but rather are ways to disseminate knowledge. Dynamic learning technologies for the area of communication, collaboration, and content exchange include blogs, wikis, voicethreads, and discussion boards. By design these technology tools are intended to be shared, interacted with, created and co-created. In other words these technologies enable students to use, manipulate, and add to so that individuals can collectively create, share, and construct knowledge. Middle technologies between these two areas include the limited ability to use, remix, or expand in a limited way.

Since the goal of education is for students to construct their own knowledge dynamic technologies provide ways for meaningful interactions of content, collaboration, and communication. However static technologies are necessary to provide a basis for knowledge construction that is guided by and anchored in accepted knowledge. Without this background subjective and potentially useless knowledge could be generated that cannot be used for any industry or learning community. Both ranges in the continuum are necessary and should be considered components in the overall learning process.

References:

Fahy, J. (2008). Characteristics of interactive online learning media, (pp. 143-166). Edmonton, AB: Athabasca University Press.

McGreal, R., & Elliott, M.(2008). In Anderson, T. (2nd ed.), Technologies of online learning (e-learning), (pp. 167-200). Edmonton, AB: Athabasca University Press.

Moller, L. (2008). Static and dynamic technological tools. [Unpublished Paper].