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3) chart the direction of travel - It demonstrates the development of my approach toprofessional learning over time, which moved from a structured, and probably'strictured', theological method to a more open, dynamic, dialogic method in keepingwith the spiralling and iterative nature of learning mediated by technology. One mightsay, 'journeying into theory';4) provide the literary foundations for the theoretical conceptual framework on which thework is predicated and to tee it up.28Simon Hughes Ph.D. Thesis (October 2012)
Rationale for selecting Epistemology, Self and TechnologyThe three 'foundational' domains were chosen because I was aware that (information) technologywas having an impact on my career. This was, I realised, affecting me as a self and I was keento know in what ways that might be the case. It became important, therefore, to re-visit thetheoretical explanations as to why I know what I have come to know and even some of theprocesses by which this has happened.There is some 'fuzziness' (Reid, 2008) with regard to interchanging the words 'epistemology' and'knowledge'. Epistemology, according to Hanks (1989) is a noun, "the theory of knowledge."(Hanks, 1989 p. 514). I want to argue that my review of the literature shows that there aremultiple theories of knowledge so I prefer to see epistemology as the study of knowledge inmuch the same way as theology is the study of theos - God. Quinton describes epistemology as,"the philosophical theory of knowledge, which seeks to define it, distinguish its principalvarieties, identify its sources, and establish its limits" (Quinton, 2000 p.279). In this thesis,therefore, I am keen to show the principal varieties of my knowledge, show their sources andestablish their limits. The first section is designed to set out how I believe I know things. Thesecond sets out how I act as a self, though in this case I intend to limit this discussion to myprofessional self as an educator. In the third part of the chapter I want to explore veryspecifically how emerging and evolving technology has been influential on the development ofmy professional knowledge, skills, identity and, ultimately, career.29Simon Hughes Ph.D. Thesis (October 2012)
Page 1 and 2: University of WolverhamptonTowardsa
Page 3 and 4: ContentsAbstract...................
Page 5 and 6: Chapter :5 Conclusions.............
Page 7 and 8: Figure 27: Ns in equal proportion .
Page 9 and 10: Glossary of AbbreviationsCommonly o
Page 11 and 12: career path. Such moments have been
Page 13 and 14: to teacher's professional learning,
Page 15 and 16: made 2 frontiers, traditional, ideo
Page 17 and 18: professional learning was shaped by
Page 19 and 20: “It [education] would seem to tak
Page 21 and 22: postdisciplinarity have not necessa
Page 23 and 24: ut with its roots as far back as Da
Page 25 and 26: “Who doesn’t spend time trying
Page 27: Chapter 2: Underpinning literatureT
Page 31 and 32: It is not the purpose of this study
Page 33 and 34: acquired inductively will argue tha
Page 35 and 36: lecture hall with an expert operato
Page 37 and 38: occurring in these moments is a shi
Page 39 and 40: 2. Knowledge accumulated by profess
Page 41 and 42: (Goodson and Mangan, 1991) whether
Page 43 and 44: 2.2.1 Historico-philosophical appro
Page 45 and 46: potentiality to change the circumst
Page 47 and 48: 2.2.2 Buddhist approaches to the
Page 49 and 50: 2.2.3 Scientific approaches to the
Page 51 and 52: eactions, or paying homage to share
Page 53 and 54: Green goes on to state that the rem
Page 55 and 56: 2.2.4 Spiritual approaches to the
Page 57 and 58: oth soul and body in hell”) or to
Page 59 and 60: 2.2.5 Post-modern approaches to the
Page 61 and 62: ehaviours that bring personal fulfi
Page 63 and 64: of the self. The notion of developm
Page 65 and 66: teacher selves in the phenomena of
Page 67 and 68: existence of an ‘alter ego’ for
Page 69 and 70: This model and theoretical perspect
Page 71 and 72: A contextualised approach to the ph
Page 73 and 74: 2.2x: Relevant Insights derived fro
Page 75 and 76: may enable me to limit the number o
Page 77 and 78: It is important to read this diagra
Page 79 and 80:
Freire (1972) would argue for the m
Page 81 and 82:
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
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3.1.7: Why ‘Illustrative Moments
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3.1.8: How will this auto/biographi
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1986) has made a substantial fortun
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My first pass of each IM against th
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3.2: The relationship of my epistem
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is represented here as the outcome
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In this metaphorical presentation t
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3.3 A narrative account of the meth
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eaders/audience to draw for themsel
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The table above was constructed at
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Chapter 4: An auto/biographic analy
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vertical approach enunciated in cha
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4.1.1 Reflection on IM1Looking back
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Evidencing this is impossible since
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necessary and the resilience I have
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It is a fact that I benefited from
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than the cyclo-styled sheets we gav
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platform as the basis for creating
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4.1.3 Reflection on IM3Professional
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• Chinese education• Chinese te
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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
Page 249 and 250:
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
Page 265 and 266:
4.5 Summative reflections to chapte
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It seems to me, that in my case, pr
Page 269 and 270:
that they turned up in keyword sear
Page 271 and 272:
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
Page 277 and 278:
Alternatively, someone buying into
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professional learning episode and t
Page 281 and 282:
The 'Zone' of Auto/PedagogyAt vario
Page 283 and 284:
Where I differ in my approach from
Page 285 and 286:
professional development context fa
Page 287 and 288:
above. The problematic term here is
Page 289 and 290:
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
Page 295 and 296:
My point is that technology cannot,
Page 297 and 298:
fill the gaps in their knowledge, s
Page 299 and 300:
3) A new term, 'auto/pedagogy', whi
Page 301 and 302:
Bly R. (1992) Iron John: A Book abo
Page 303 and 304:
Foucault M. (1982) The Subject and
Page 305 and 306:
Hughes S. (2003) N-Leaning Canterbu
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First accessed 26th September 2007M
Page 309 and 310:
Plato (Trans Jowett B.) (2004) The
Page 311 and 312:
Somekh B. (2007) Pedagogy and Learn
Page 313 and 314:
Appendices313Simon Hughes Ph.D. The
Page 315 and 316:
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
Page 351 and 352:
School when we had been given a New
Page 353 and 354:
Centuries with so-called ‘Silicon
Page 355 and 356:
cost-effective. The point here very
Page 357 and 358:
Frustrated by the tardiness of the
Page 359 and 360:
the value of participating in the p
Page 361 and 362:
the now ubiquitous handheld, mobile
Page 363 and 364:
and that the adoption of the signif
Page 365:
Appendix 7 - A codification of N-ne
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