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What lies at the heart of my revised hypothesis is that 21 st Century technologies have a crucialrole to play in the capacity-building that is required among the education workforce since it canmake accessible, and deliver learning gains to education professionals in personal or workplacesettings, which would otherwise preclude them. This, I believe, is possible since technologyenables supplementary pedagogical/andragogical, social co-constructionist approaches tolearning – as were described in chapter 2 - and which derive from a conflation of the work ofVygotsky (1954 or 1978) and Grimmitt (2000).Bringing forward Adair’s graphicalmethodology for a second time, it is possible to contend that this idea might be represented as infigure 35:Here we see that the zone of interlocutioncomprises the overlapping of a self’sinteraction with a knowledge (evidence)base made possible through ICT. Note alsothe changed descriptor which is renderednow as auto/pedagogy. I have applied thisFigure 35: Zone of optimal auto/pedagogyterm here since the research appears towarrant my claim that, over time, I moved from unconscious acts of auto/pedagogy to selfconsciousactivity of this sort.The IMs show the practical operation of the underlyingtheoretical framework and the 'progress' I made in professional learning.The use of this new term signifies the “active participation in the knower in the act ofunderstanding” (Polanyi, 1962 p. viii). It could thus be described as the ‘zone of optimalepistemology’ (ZOE) (which would be an intriguing coincidence of language since Zoe is theGreek word for ‘life’). Further reflection has caused me to move on from this description, since290Simon Hughes Ph.D. Thesis (October 2012)