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escape from software. I had to learn how to set up the PC so that it could be moved to placesconvenient to where I needed to work, how to connect it to a printer and install printer driversetc, and above all, how to type!These were the days before schools had ICT technicians, thus, I also had to learn to solve myown problems – not that there were many, since most of the software was being developed, triedand tested by developers keen to get it right from the beginning 78 and not just rush it to market.Of particular help was the Head of Computer Studies. Intriguingly, he was the former Head ofPE who had decided to step down from that role since his increasing maturity, he felt, woulddisable him from maintaining that role. The school had given him the new role for which; by hisown admission, his only qualification was a home computer, owned for gaming purposes. Thatwe shared some deep learning moments together is undocumented, but there was a dynamic,mutually supportive relationship between us from which I learned much. For example, I learnedthe basic workings of a computer such as the difference between random access memory (RAM)read only memory (ROM); the core information functions of computing: input, processing,display and output; the value of a logical and sequential filing system (using eight charactersonly since this was the standard of the time); the ability to dismantle a PC and install hardwarecomponents like disk drives and network cards; and the need to back up mission critical datafrequently.Given the epistemological schema that was set out in section 2.1, and whichunderpins this study, it is reasonable to assert that these bits, bytes, data and information can beregarded now as a part of my ‘foundational knowledge’.It was at this time I also learned the value of involving pupils in the problem-solving aspects ofICT. Looking back, I recall watching over their shoulders while they performed technological340Simon Hughes Ph.D. Thesis (October 2012)
“miracles” on screen, trying to follow their keystrokes on the keyboard and then going back tothe office to see if I could replicate them on my own computer, with no-one looking! I havechosen to use the term ‘miracle’ deliberately as a ‘pop-up’ in the text, to signify the profundityof the influence such events were having on my professional and personal self. It is used, incommon parlance, of circumstances that are regarded as out of the ordinary though it has beenadapted from theological discourse where it is used to signify a “Marvellous event due to somesupernatural agency; remarkable occurrence; remarkable specimen...” (Concise OxfordDictionary, date p. ref.)) Shaw takes the definition further, providing support for my adoption ofthe term in relation to this thesis:“A miracle is an event which creates faith. Frauds deceive. An event which creates faithdoes not deceive; therefore it is not a fraud, but a miracle.” (Shaw, GB date St. Joan, citedin Pepper, 1989)These experiences began to create in me the faith that technology could do more than simplysolve mathematical problems for a novice head of department though, at the time, this feltnothing less than revelatory. It is interesting to compare this ‘play’ on ‘miracle’ with that ofNaughton (2000) describing his first encounter with the internet.“The man sits there patiently and waits, and in a few minutes the image flickers briefly andis indeed rebuilt before his eyes. Nothing much has changed, except that the camera hasmoved slightly. It has begun its slow pan rightwards, towards the Bay Bridge. And as thepicture builds the solitary man smiles quietly, for to him this is a kind of miracle.“(Naughton, 2000 p. 5)Naughton reports this event as taking place in 1997 (p. 1); it was nearly a decade before that Iawoke to the realization that technology could be an enabler, an equaliser of opportunities andeven a liberator, when judiciously applied in classroom settings.Influence on learners341Simon 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
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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
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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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Page 293 and 294: 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
Page 307 and 308: 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
Page 337 and 338: Appendix 2 - IM1 - 1989 (A@t 1 )Con
Page 339: ‘cyclostyled’ resources. In a s
Page 343 and 344: My enthusiastic adoption of the tec
Page 345 and 346: Appendix 3 - IM2 - 1996-1998In Janu
Page 347 and 348: I now had access to the greatest li
Page 349 and 350: 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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