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power of such tools lies in their ability to perform repetitive operations swiftly andaccurately.” (2003, p.11)Salmon notes the same phenomenon within the university sector:“Academics are conscious of the opportunity costs (such as time taken away from researchor working with more familiar teaching systems). Administrators look for gains to theinstitution.” (Salmon, 2000 pp. 19-20)One of the repetitive operations I was required to perform ex officio was the submission ofexamination results for the subject in rank order for each year group. As someone with what hasbeen identified as ‘Mathophobia’ (Papert, 1993 p. 38), I can still recollect (Gallwey and Green,1986; Natanson, 1970) the feeling of ‘dread’ at having to calculate the percentages and thenconduct the ordering process. It was the solving of this particular problem using Logistix, incollaboration, with the Head of Computer Studies, which was a significant pointer to the“magic” that IT could be for me, and is. This occurred on 20th June 1989 – I ‘know’ thisbecause it was at the very moment that I selected from the menu on the taskbar at thebottom of the screen that the school’s secretary arrived in my office bearing news that my wifehad gone into labour with our second child.344Simon Hughes Ph.D. Thesis (October 2012)
Appendix 3 - IM2 – 1996-1998In January 1996 I completed my Masters Degree in Religion and Education at St. Mary’sCollege, Twickenham. My dissertation supervisor, Lynne Scholefield had become a closeprofessional ally and advocate. When the teacher second in charge of the department wasappointed to a head of department role at another school, I approached Lynne, asking if she hadany appropriately qualified PGCE students looking for a job. Robert Bowie (Bob) joined thedepartment in September 1997.By this time I had built a network of computers in my own teaching room having assembled themoney to do so from various ICT grants that were available at that time, careful management ofour existing BSA&E and extensive bid-writing into the school’s senior management team. As aCatholic school, RE was a compulsory subject at GCSE level and over the years we had amasseda sizeable quantity of digital materials which were used to support learning and teaching acrossyears 10 and 11. For the more able, the provision of detailed, well-written and word-processedink-duplicated ‘sheets’ was undoubtedly a contributory factor to our formidable results. Thegroan from the less able pupils when the ‘sheets’ appeared, was a constant reminder to me ashead of department that the need (N 1 ) for a variety of methodologies was imperative and, in aCatholic school, morally essential.Minor shifts in year 10 male pupils’ attitudes to RE had been achieved by the installation of aconfessional piece of software on my nascent network.‘Conflict in Jerusalem’ (Lionmultimedia, 1996) was a program delivered on four floppy disks which applied the principles oflevelling from computer-gaming to the last week of Jesus’ life as told by the evangelist Luke.To complete the ‘game’, pupils had to navigate their way around Jerusalem by asking questionsof certain key personnel. In order to ask the right questions, they had to learn what the345Simon 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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that progress in personal, professi
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it would be linguistically tautolog
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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 and 340: ‘cyclostyled’ resources. In a s
Page 341 and 342: “miracles” on screen, trying to
Page 343: My enthusiastic adoption of the tec
Page 347 and 348: I now had access to the greatest li
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Page 353 and 354: Centuries with so-called ‘Silicon
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Page 357 and 358: Frustrated by the tardiness of the
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Page 363 and 364: and that the adoption of the signif
Page 365: Appendix 7 - A codification of N-ne
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