Static and Dynamic Technologies

Judging from the response in the classes I have been teaching, students like me are extremely enthusiastic about dynamic technologies. The static and dynamic approach towards technology has proven to be extremely successful. The article “Static and Dynamic Technologies” by Moller, L. (2008) describes the progress of this work. Rapid technological change and growth in knowledge and information require constant learning.

Classrooms are such controlled environment instructional materials are often viewed as static. If technology-enhanced education programs are frequently taped classrooms loaded with digital texts, and PowerPoint transparencies then we are missing out on the tremendous potential of dynamic technologies that can provide animation, simulation, capture reality, add movement to static concepts, and extend our vision and touch to a global level.
Although a static environment does create an image-rich teaching environment, it can also create problems. There is a tendency for students, based on their previous experience with Powerpoint transparences for example, to become passive observers, rather than active participants. For example, Casanova and Casanova (1991) reported that their students encountered problems of this type when taught with multimedia.
Technology has the power to improve teaching and learning, but it can also make a teacher’s life more complicated. Therefore, care should be taken when selecting new tools to enhance the teaching and learning process.


References
Casanova, J., & Casanova, S.L. (1991). Computers as electronic blackboard: Remodeling the organic chemistry lecture. Educom Review Spring, 31-4.
Moller, L. (2008). Static and dynamic technological tools.