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is that, in the use of ICT in teaching, we’ve all had that profound experience of it not working ora spectacular crash in front of our pupils or students - a truly critical incident. Mental rehearsal,deep preparation and testing of the equipment before hand, are just some of the ways in whichcolleagues play the ‘inner game’ of teaching with information and communications technology.For others, the mental block, the ‘self-interference’ (Green and Gallwey, 1986 p. 25) or theassumption of technological breakdown caused by powerful experiences of ICT exposure makethem resistant to ever trying to use technology again. My point is, on reflection, that theillustrative moments came to the fore as candidates for inclusion in the auto/biographic casestudy because of the profound professional learning that they caused. They were every bit asformative as 'that' moment as an age 11 performer or 'that' moment when I was presenting on theBuilding Schools for the Future programme in 2008, to the National Association for theAdvancement of Computers in Education (NAACE) conference and the whole ICT systemcrashed.The short excursus into the ‘inner game’ of ICT above, has been conducted to support myargument that, even though some of the illustrative moments for this study occurred some timeago, their influence on my learning was profound, the insights gained significant and the impacton my career incontrovertible. Not only do I ‘know’ what happened, I can recall what I wasfeeling at the time and thus the changes to myself that occurred.Categorising TimeI realise now that it is appropriate to describe the accounts provided in the appendices (2-6) asreports at one stage removed from the actual experience. This was reinforced by reviewing thehandwritten journal that I had kept of the New Zealand trip. If this was to be categorised as anequation, it might be represented as a@t 0 , rendering the theoretically-imbued accounts as a@t 1 .174Simon Hughes Ph.D. Thesis (October 2012)
My first pass of each IM against the framework, becomes, a@t 2 under this method.Sequentially, therefore, re-visiting each IM in the context of the theory produces an equationa@t 3 . In one sense this could be described as a ‘learning chronology’ for the study which couldbe argued to be important given the historical distance between the first and last IMs. Supportfor such codification comes again from Polanyi's work:"Supposing we observed the motion of the planet from the earth, it would suffice to knowits longitude (l 0 ), in order to compute any pair of longitudes (l) and elevation (e) for anyother time(t)." (Polanyi, 1962 p. 19)Moreover, application of these two analytical tools in a systematic and consistent manner willprovide considerable rigour to the study through the act of consciously differentiating betweenfirst hand accounts of events and structured reflection on them, with all the potential challengesof distorted memory or perception as alluded to in the work of Solowski (2000).The point is that the IMs at a@t 0 or a@t 1 , felt significant, but their full meaning, in myautobiography, may only be realized in this self-conscious act of reflecting on themsystematically."Sources for reflection can therefore come from any experience we have had, and we canlearn from things that have gone well just as effectively as from negative experiences. Infact, the reason that we tend to dwell on things that go wrong is that for most of the timeeverything in our lives goes well, and we take this for granted!" (Jasper, 2003 p. 14)So, it is my intention to approach the IMs using a self-reflective method, where I begin toexamine the impact of these events on my professional development and identity. l believe thisto be consistent with the dialogical-hermeneutic method of theologians of liberation (Gutierrez1970, etc) and redolent of Schön’s (1984) work. There are two important aspects of this activity.The first is the holding up to self of a mirror, in order to look at the transformative impact ofexperience(s). The second is the impetus for action that arises from a critical appraisal ofcircumstance (Gramsci, 1971). At a theoretical level, one of the ever-present factors that causedme to select the five IMs, was the ‘imperative to action’ therein. Gramsci (1971) and others175Simon 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
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This resonates with my experience o
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technologists who argue that the pu
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It was at a conference in Oxford th
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From the abstract to the directly r
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In essence it appears as if Halpin
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2.4: Liberation technology and prof
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2.5 Approaches to Professional Lear
Page 123 and 124: correlation between the promulgatio
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
Page 135 and 136: ‘tomorrow’ might be designed fo
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 and 160: exploitation prevalent in South Ame
Page 161 and 162: integrate expertise to satisfy a no
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
Page 173: 1986) has made a substantial fortun
Page 177 and 178: 3.2: The relationship of my epistem
Page 179 and 180: is represented here as the outcome
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
Page 203 and 204: platform as the basis for creating
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
Page 211 and 212: 4.1.4 Reflection on IM4Re-reading t
Page 213 and 214: those articles that I reviewed, wro
Page 215 and 216: As part of our initial contract wit
Page 217 and 218: ContextAlluded to in 4.1.3 were the
Page 219 and 220: Figure 23: Fullan's 3 I's of Educat
Page 221 and 222: There are also 'bugs' in the domain
Page 223 and 224: 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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