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4.3.2: Analytical Reflection on IMs Against the Concept ‘kNowledge’The purpose of this piece of work is to reflect on the kNowledge aspects of the illustrativemoments that comprise the core objects of the study.In the first illustrative moment, I have recorded the reality that I had little prior knowledge ofcomputers. I had played with computer games as a student and had been trained on very basicword-processing by a colleague at my first school in Luton. I was also aware of the growingtendency to provide learning opportunities for children through computers but I had no realpractical knowledge of how they worked or how they could be used. It was obvious, though,that St. Simon Stock was considerably further advanced in its adoption of technology rightacross the school and I knew instinctively that I would need to get on the band wagon that wasgathering pace. A dialogical reflection on that last observation is relevant. I needed to movefrom unconscious legitimate peripheral participation (Lave and Wenger, 2008) to formal,structured active experimentation (Kolb, 2005, Conner et. al. 1996).Further analysis of my use of the term knowledge as one of the components of the frameworkfor this study reveals the insertion of the adverb ‘prior’ ahead of the term itself. So it isreasonable to assert that I brought forward into this moment a piece of tangential andtransferable knowledge and that was the ability to type. Familiarisation with a 'qwerty'keyboard, albeit operated only by the two-finger method, was a good starting point. I also knewthat a computer was operated by a series of programs and that data was created, stored andretrieved for editing by the creation of files. I am not able to recall when I learned the differencebetween a binary operating system and DOS (data operated system), but my memory suggeststhat it was not long after I started at the school.239Simon Hughes Ph.D. Thesis (October 2012)