Moving Toward Dynamic Technologies

As an instructional technologist and a scholar practitioner of educational technology, I see myself in the middle of the static and dynamic technology continuum. However, from the concept map above, I seem to have a strong lenience towards where I am coming from, static technology. I have been fully involved in the use of the static technology examples shown on the map, both on the job, as a mathematics/technology educator, and as a student, within the last five to ten years. I am more comfortable, however, working with the collaborative and content static technology tools, than I am with some of the communication tools. I have produced several WebQuests, a few videos, but less audios. I would say podcasting is my weakest link on the ‘chain map’ above. I think this is so because I haven’t had much opportunity to produce audiocasts, which I think is due partly to the teaching of mathematics. Mathematics, for it to be understood, has to be visualized by many students, so that allows me to do more video clips of my lessons than audios. When I embarked on my master of science degree in instructional technology, again, videos dominated my courses.

Since my graduate degree, I have been exploring dynamic technology, but mainly in the content and communication areas. From a content perspective, I have been involved in problem-based learning and online library research more so than I have been in the use of mind tools. As a graduate student, I used the problem-based learning strategy in some of my courses, but never as a teacher, because my current position does not allow for online collaboration, as I teach face-to-face. I have also used, and is still using online library techniques and skills to manage my research life. Mind tools have been used, but not quite often, due to my traditional way of learning. My intention is to be more independent in my thinking, thereby creating the needed knowledge, for my well-being as a future educational technology scholar practitioner. The communication tools cited on the map are well within my comfort zone. I have used them both as a student and as a graduate student. In recent times, I have using digital games in my geometry classes for better understanding of the concepts being taught. One such game is pool geometry, where the students learn about angles in a practical way online. I must admit that my weakest area on the concept map is dynamic collaboration. Virtual worlds are relatively new to me; I have just started to do my own research on this technology innovation. From the little that I know of the multiuser environment, I would think that increase knowledge in this would be advantageous. Simulation is similar to the multiuser environment, in that my knowledge of the tool is limited.

Having done several online courses in my graduate degree program, and now in this advanced degree program. I have never been introduced to the details of an online distance education (DE) program before now. I have learned a lot about the principles surrounding DE, and will be able to utilize what have received so far, as I move toward the dynamic end of the “static-dynamic continuum”. This part of my journey is crucial to my success as a scholar practitioner whose ultimate goal is to accomplish my task on becoming a social change agent.

The blogs that I found most interesting are Mike's and Karen's. Mike's idea of putting his charges first is quite interesting. We need more teachers like him nowadays. Great job Mike. With respect to Karen, the fact that she does not use the collaborative tools at this time in her classes, but 'strife for analysis, contribution, reflection, synthesis and discussion among my students' is well worth her not using these technology tools. However, I hope that some day in the future, she will tag these tools in her lessons. Keep doing what you do best, my fellow mathematics teacher.