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ReflectionScriptureActiontool in social science research to collect datawhich is informative of the experience ofpeople. It has many theoretical expressions,like auto-ethnography, auto/biography andhistory.Here participants are encouraged to reflect,with the help of pedagogic agents, such asteachers, computer wizards, coaches, directorsof study, existing schemas or programmes, onthe narrated experiences in order to establishkey messages or lessons to be learned.This term seems out of place within the metanarrativeof social science research but it isretained here in keeping with Scott’s (2000)notion of ‘inscriptive’ practices. It also pointsdirectly to those bits of Christian and othertheology that ‘pop up’ throughout the thesis 49 .Moreover, it is legitimate to use a looseinterpretation of its meaning and for it thus torepresent the whole literary background to theproject which does include key works from thecanon(s) of each of the cognate disciplines thatit straddles – epistemology, self and(information) technology. For example thework of Seymour Papert (1980) is treated withalmost sacred reverence by those referring to itwithin the emerging discourse of educationaltechnology (see Turkle, 1990; MacFarlane,1997)Activism is the logical outcome of orthopraxy.It is consistent with my preferred learning stylewhich was self-assessed within a NCSLcoaching framework as akin to ‘activeexperimentation’ (Kolb, 2005). It is alsocomparable, in educational terms, to that whichBenjamin Bloom (1953) described as‘application’, that is the ability to “adapt andthat are relevant to the overallepistemological schema. This will bedone inline with the chronologicalaccount so that the process reads asa storyWhilst narrating each of the eventsselected, I intend to explain whateach meant at the time and what theyhave come to mean since. Whilst Imay have been aware, future-gazing,of what they might mean at the time,their actual significance is probablyonly assured now with the benefit ofhindsight and in the light of furtherinterpretations that subsequentphenomena may have added tothem.Throughout this thesis, whererelevant and necessary to support orendorse key messages arising,references will be made to theliterature. Allusions to material inother fields of human enquiry areinevitable given that my self interactswith, for instance, a lot of music.There are times when the words froma song seem to amplify the meaningbeing derived from reflections on agiven incident or that the mindset withwhich I approach an episode from mycareer is partly framed by thezeitgeist which will include musicalovertones.Noteworthy here might be the firstpiece of music, I played using themultimedia functionality of a PC orthe first track I downloaded fromitunes – the point being thatauto/pedagogically I would havethought, ‘if I can do this… I wonder ifx is possible…’In considering each illustrativemoment, I will be looking to establishwhat new bits of learning emergedfrom them but which were then triedout in other analogous situations.The knowledge acquired of Logisitxreferred to below in IM1, solved oneshort-term problem but also made me49 It is also consistent with the accommodation between Marxism and Christianity evinced above and about whichDorr writes powerfully (Dorr, 1992).160Simon Hughes Ph.D. Thesis (October 2012)
integrate expertise to satisfy a non-standardobjective” (see Chapman, 2006).wonder what might happen if I wereto aggregate all the scores from eachclass on a half termly basis and towhat extent such data might lead tome being able to make moreinformed assessments of theprogress of each cohort of pupils.161Simon Hughes Ph.D. Thesis (October 2012)
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University of WolverhamptonTowardsa
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ContentsAbstract...................
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Chapter :5 Conclusions.............
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Figure 27: Ns in equal proportion .
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Glossary of AbbreviationsCommonly o
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career path. Such moments have been
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to teacher's professional learning,
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made 2 frontiers, traditional, ideo
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professional learning was shaped by
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“It [education] would seem to tak
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postdisciplinarity have not necessa
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ut with its roots as far back as Da
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“Who doesn’t spend time trying
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Chapter 2: Underpinning literatureT
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Rationale for selecting Epistemolog
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It is not the purpose of this study
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acquired inductively will argue tha
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lecture hall with an expert operato
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occurring in these moments is a shi
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2. Knowledge accumulated by profess
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(Goodson and Mangan, 1991) whether
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2.2.1 Historico-philosophical appro
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potentiality to change the circumst
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2.2.2 Buddhist approaches to the
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2.2.3 Scientific approaches to the
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eactions, or paying homage to share
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Green goes on to state that the rem
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2.2.4 Spiritual approaches to the
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oth soul and body in hell”) or to
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2.2.5 Post-modern approaches to the
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ehaviours that bring personal fulfi
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of the self. The notion of developm
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teacher selves in the phenomena of
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existence of an ‘alter ego’ for
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This model and theoretical perspect
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A contextualised approach to the ph
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2.2x: Relevant Insights derived fro
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may enable me to limit the number o
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It is important to read this diagra
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Freire (1972) would argue for the m
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Polsani's accidental intervention i
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y other adults including their pare
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2.3.0 Reframing the literature revi
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the sounds of Varese were 'mashed u
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2.3 Relevant Literature about (Info
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stables, the people who curried hor
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Examining texts written around the
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technologies, placed them. Most wou
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Lynch makes these observations in a
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Kirkpatrick (2010) verifies this hi
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Figure 8: Facebook image 2Noteworth
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Robinson's statement above is a nea
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there are an increasing number of l
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2.3.2: Accounts of the impact on pe
Page 109 and 110: This resonates with my experience o
Page 111 and 112: technologists who argue that the pu
Page 113 and 114: It was at a conference in Oxford th
Page 115 and 116: From the abstract to the directly r
Page 117 and 118: In essence it appears as if Halpin
Page 119 and 120: 2.4: Liberation technology and prof
Page 121 and 122: 2.5 Approaches to Professional Lear
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Page 125 and 126: The key point to be made here is th
Page 127 and 128: own knowledge'. Frequently now I wo
Page 129 and 130: 2.6: Auto/pedagogyAn Emerging Frame
Page 131 and 132: more established method to explore
Page 133 and 134: Reflexivity and dialogicsIn keeping
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Page 137 and 138: themes of the study and how it rela
Page 139 and 140: From these words I take validation
Page 141 and 142: experiencing, this might have been
Page 143 and 144: In one sense, I have taken this thi
Page 145 and 146: The intention is to take an approac
Page 147 and 148: auto/biography. The term auto/biogr
Page 149 and 150: would be necessarily noematic, but
Page 151 and 152: As an RE specialist the use of stor
Page 153 and 154: 3.1.4: Auto/biographyAutobiography
Page 155 and 156: context/situation and action. These
Page 157 and 158: The diagram in figure 15 has been d
Page 159: exploitation prevalent in South Ame
Page 163 and 164: advocated by Whitehead and McNiff (
Page 165 and 166: Critically, the diagram points to t
Page 167 and 168: A further reason why I settled on t
Page 169 and 170: 3.1.7: Why ‘Illustrative Moments
Page 171 and 172: 3.1.8: How will this auto/biographi
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Page 175 and 176: My first pass of each IM against th
Page 177 and 178: 3.2: The relationship of my epistem
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Page 181 and 182: In this metaphorical presentation t
Page 183 and 184: 3.3 A narrative account of the meth
Page 185 and 186: eaders/audience to draw for themsel
Page 187 and 188: The table above was constructed at
Page 189 and 190: Chapter 4: An auto/biographic analy
Page 191 and 192: vertical approach enunciated in cha
Page 193 and 194: 4.1.1 Reflection on IM1Looking back
Page 195 and 196: Evidencing this is impossible since
Page 197 and 198: necessary and the resilience I have
Page 199 and 200: It is a fact that I benefited from
Page 201 and 202: than the cyclo-styled sheets we gav
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Page 205 and 206: 4.1.3 Reflection on IM3Professional
Page 207 and 208: • Chinese education• Chinese te
Page 209 and 210: ImpactThe impact on me of this trip
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4.1.4 Reflection on IM4Re-reading t
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those articles that I reviewed, wro
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As part of our initial contract wit
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ContextAlluded to in 4.1.3 were the
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Figure 23: Fullan's 3 I's of Educat
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There are also 'bugs' in the domain
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from the concept of i n PD. That wa
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4.2: Stage 2: Analytical reviews of
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AnalysisOn completing the re-readin
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4.3.1: Analytical Reflection on IMs
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needed personal access to a compute
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there was a clear dialogic going on
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Looking back this was never more tr
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I did because my present employers
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4.3.2: Analytical Reflection on IMs
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installing software, connecting per
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Theoretically, the most helpful met
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locations and the pupil community b
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In 2005, I contributed a paper to t
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they participate: family, friends,
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Social networking utilities such as
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dynamism of networks and the inter-
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describe as auto/pedagogy, ‘new-n
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4.4: Stage 4 - Analysis by case stu
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gaining access to intellectual capi
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Of greater relevance for the thesis
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NetworkHad I only joined in with th
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4.5 Summative reflections to chapte
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It seems to me, that in my case, pr
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that they turned up in keyword sear
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5. A mixed-economy of pedagogical a
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eing the rigid structure that I dre
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take from my theorising about the p
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Alternatively, someone buying into
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professional learning episode and t
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The 'Zone' of Auto/PedagogyAt vario
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Where I differ in my approach from
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professional development context fa
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above. The problematic term here is
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that progress in personal, professi
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it would be linguistically tautolog
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have created, to scaffold my own se
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My point is that technology cannot,
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fill the gaps in their knowledge, s
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3) A new term, 'auto/pedagogy', whi
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Bly R. (1992) Iron John: A Book abo
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Foucault M. (1982) The Subject and
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Hughes S. (2003) N-Leaning Canterbu
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First accessed 26th September 2007M
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Plato (Trans Jowett B.) (2004) The
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Somekh B. (2007) Pedagogy and Learn
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Appendices313Simon Hughes Ph.D. The
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315Simon Hughes Ph.D. Thesis (Octob
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Appendix 2 - IM1 - 1989 (A@t 1 )Con
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‘cyclostyled’ resources. In a s
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“miracles” on screen, trying to
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My enthusiastic adoption of the tec
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Appendix 3 - IM2 - 1996-1998In Janu
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I now had access to the greatest li
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having a computer on my desk with a
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School when we had been given a New
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Centuries with so-called ‘Silicon
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cost-effective. The point here very
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Frustrated by the tardiness of the
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the value of participating in the p
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the now ubiquitous handheld, mobile
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and that the adoption of the signif
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Appendix 7 - A codification of N-ne
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