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The relevance of this thinking to the overall project seems to be the need for the benefits ofeducational technological innovation to be tied to the needs of learners and learning facilitators.The relevance of the model to the study is the demonstrably cyclical and spiralling nature of theprocess whereby innovation, implementation and institutionalisation are constant andinterdependent. Each new institutionalisation may well require a re-innovation for the newcontext. This will require new implementation and in the process the organisation may need tore-learn the attenuated model or method. Take, for example, a managed learning environment(MLE). Each iteration of the MLE (e.g. Moodle, Fronter, SIMS Learning Gateway, orBlackboard) for each new instance will need to be 'badged' to the institution. Each new releasewill need re-institutionalising for the revised context and change processes may need to be rejoinedwith members of the organisation. In technological terms, this is facilitated by formal andregular use of feedback loops.Ignoring the criticality of feedback loops (see Waldrop, 1992 or Stacey, 1994) is perilous fororganisations. Since change is incremental and evolutionary. It is the incremental or 'iterative'nature of software design, implementation and delivery that in some ways is the greatest gift oftechnology to the human project."That's why the old saw [sic] about computers only doing what their programmers tellthem to do is both perfectly true and virtually irrelevant; any piece of code that's complexenough to be interesting will always surprise its programmers. That's why any decentsoftware package has to be endlessly tested and debugged before it is released - and that'swhy the users always discover very quickly that the debugging was never quite perfect."(Waldrop, 1992 p. 282)In my view, education technologies would be better if teachers were involved in all phases oftheir development from initial design through to debugging.220Simon Hughes Ph.D. Thesis (October 2012)
There are also 'bugs' in the domain of teachers' professional learning.My point is a simple one. Continuing Professional Development programmes in the 21stCentury must be tied to professional learner's needs. If you don't have an interactive whiteboardin your classroom, training for use in their functionality is pointless. If you have remote anddispersed learners without internet access on your programmes, there is no point training to use aMLE. If on the other hand - as is now the case with every teacher in a school in England andWales - you have to be able to track and monitor the individual progress of your pupils fromtheir 'attainment on entry', via their data-driven expected progress targets, through to their end ofKey Stage outcomes, you need definitely to be trained in the use of online databases, CSV andSQL technology and the ability to manipulate data via spreadsheet technology.CPD programmes that are not integrated into the working lives of teachers, nor based on theirprofessional needs will not sell, however high-minded the aspirations of their designers andfacilitators. It is in this context that, as I come to the end of the formal part of the study, I amcurrently working. Moreover the need for 'intelligent' programmes had never been moreimportant than in 2006, though I would argue now that they are even more so. By intelligent Imeant then (e@t 0 ) and still mean now (e@t 1 ) that computer technology (artificial intelligencebeing a relevant metaphor as well as the more traditional metaphors of intelligence-led policingor nursing), should be a central component of CPD programmes. As was seen in IM2 and IM4,such CPD programmes should also be interactive in my hypothesis and by this I meant - and stillmean now - that teachers could and should learn by interactive methods. There are two aspectsof this too. First there is the obvious human interactions that are axiomatic in knowledge coconstructionpost-Vygotsky (e.g. 1954); but also the interactivity that is perfectly enabled by221Simon 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
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correlation between the promulgatio
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The key point to be made here is th
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own knowledge'. Frequently now I wo
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2.6: Auto/pedagogyAn Emerging Frame
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more established method to explore
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Reflexivity and dialogicsIn keeping
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‘tomorrow’ might be designed fo
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themes of the study and how it rela
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From these words I take validation
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experiencing, this might have been
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In one sense, I have taken this thi
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The intention is to take an approac
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auto/biography. The term auto/biogr
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would be necessarily noematic, but
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As an RE specialist the use of stor
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3.1.4: Auto/biographyAutobiography
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context/situation and action. These
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The diagram in figure 15 has been d
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exploitation prevalent in South Ame
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integrate expertise to satisfy a no
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advocated by Whitehead and McNiff (
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Critically, the diagram points to t
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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 and 174: 1986) has made a substantial fortun
Page 175 and 176: My first pass of each IM against th
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: Figure 23: Fullan's 3 I's of Educat
Page 223 and 224: from the concept of i n PD. That wa
Page 225 and 226: 4.2: Stage 2: Analytical reviews of
Page 227 and 228: AnalysisOn completing the re-readin
Page 229 and 230: 4.3.1: Analytical Reflection on IMs
Page 231 and 232: needed personal access to a compute
Page 233 and 234: there was a clear dialogic going on
Page 235 and 236: Looking back this was never more tr
Page 237 and 238: I did because my present employers
Page 239 and 240: 4.3.2: Analytical Reflection on IMs
Page 241 and 242: installing software, connecting per
Page 243 and 244: Theoretically, the most helpful met
Page 245 and 246: locations and the pupil community b
Page 247 and 248: In 2005, I contributed a paper to t
Page 249 and 250: they participate: family, friends,
Page 251 and 252: Social networking utilities such as
Page 253 and 254: dynamism of networks and the inter-
Page 255 and 256: describe as auto/pedagogy, ‘new-n
Page 257 and 258: 4.4: Stage 4 - Analysis by case stu
Page 259 and 260: gaining access to intellectual capi
Page 261 and 262: Of greater relevance for the thesis
Page 263 and 264: NetworkHad I only joined in with th
Page 265 and 266: 4.5 Summative reflections to chapte
Page 267 and 268: It seems to me, that in my case, pr
Page 269 and 270: 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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