Static Technologies
Content
Websites: While websites can provide an abundance of information, they are merely a raw resource does not really aide in building an individual’s knowledge and understanding.
PowerPoints: As with websites, PowerPoint presentations only offer a one-way supply of information. The learner must pick and choose those things which he or she believes beneficial to the learning process.
Online Videos: While there is a live instructor talking to the student, it is still just a one-way supply of information similar to a traditional lecture class. Students are not in the position to ask questions or make comments which can enhance their knowledge or understanding.
Communication
Email: While there is a degree of interactivity between Email communications, it is seldom immediately responsive to the needs of the student and is not productive in terms of communicating.
Social Networking: While it is one of the newer technologies and, similar to email, social networks can be used for communicating, it is designed more to make the initial contact. All statuses and comments lack the immediate responsiveness of other technologies.
Discussion Boards/Blogs: While there can be comments and responses regarding blogs and discussion boards, they are more designed to express opinions and ideas as opposed to carrying on an interactive conversation in order to communicate.
Collaboration
Wikis: Wikis have some collaborative aspects in that a group of individuals are all posting and commenting on the same wiki but, they are not immediate and do not hold the accountability aspects of some of the other collaboration technologies.
Chat: Chat is much more interactive and real time yet, it often hard to communicate ideas through merely typing. It is awfully hard to collaborate and share without visual and graphical representations.
Teleconferencing: This older type of technology is definitely immediate and real time, yet once again, it lacks sharing any visual or graphics interactivity
Dynamic Technologies
Content
Networked Interactive Whiteboards: NIWB’s allow teachers to instruct and communicate with students just as they are in the classroom in front of a marker board. The Interactive Whiteboard also has immediate access to the Internet and can share visuals such as maps, graphics, pictures, and text.
Virtual Simulations: Virtual Simulations provide demonstrations through the use of avatars and computer graphics that afford students the ability to see interactive demonstrations, experiments, and simulated instruction and teaching.
Live Interactive Video Streamed Classes: The use of closed circuit cameras and microphones afford student real time distant learning classrooms in which students and real life instructors can interact with one another
Communication
Skype: Skype video technologies allow students to interact face to face with instructors and other students. Students can, not only share thoughts and ideas, but give presentations and demonstrations as well.
Chat: While chat is considered a static technology when it comes to collaboration, it is very dynamic when it is simply used to communicating with fellow students and instructors. The communication is immediate and in real time. It can be extremely effective.
Virtual Meeting Areas: Using individual, personal avatars and computer generated graphics and animations students can sit virtually in a conference room or classroom and communicate with fellow students and teachers. This new technology allows communication to immediate and real time.
Collaboration
Skype: Not only does Skype serve as communication tool, it can also serve in a video conferencing format in which students can all work together and share ideas, information, presentations, and ask questions.
Interactive Games: Interactive games allow students to work collaboratively in attaining goals and objectives in a competitive or non-competitive environment. Student can work together to solve complex problems in a game environment.
Virtual Meeting Areas: As well as communicating with one another, virtual meeting areas can afford students the unique experience of working together using computer animated figures and avatars in order to work collaboratively together of projects and assignments
Hi David,
ReplyDeleteThis looks very nice. I like your comment section also. Which of the technology tools have you had the most experience with? Have these Walden courses exposed you to some of the technology listed on the web?
Debra
David,
ReplyDeleteYou and I essentially view static and dynamic technologies the same, with the exception of teleconferencing. You have it as static, while I see as dynamic, a technology category in which I also place videoconferencing.
I am always in a learning mode, so perhaps you can persuade me to come over to your way of thinking. My view is that there are a lot of moving parts when it comes to visualization and audio. Given the fact you also list Internet telephony (Skype) on the dynamic side, I would think teleconferencing also would be dynamic. The interactive nature of Skype and teleconferencing would seem to be a big plus on the dynamic technologies side.
Nice map!
Fred
Nice job, David. Do you find yourself constantly on the lookout for new innovations to apply in your classes? I know that much of my time is devoted to finding and exploring new dynamic tools to improve the quality of the learning. Our charts are very similar. I agree that teleconferencing would be as dynamic, though I think it is at the lower end of effective dynamic tools. That's just my opinion, as well. Where do you see yourself on the static-dynamic continuum?
ReplyDelete