by clicking here. It is a 9.9 Mb file and will take some time to download

may enable me to limit the number of hits I get from the search engine when otherwise, I wouldquite literally be drowned in data.Thirdly, in my experience (as also evidenced in appendices 1-6), particularly in the 21st Centuryand especially in technology-related learning contexts, the self participates in appropriatenetworks or as I might say now, 'communities of professionalism' - a self wishing to learn howto teach undertakes a programme of study leading to an award which is staffed by thosepossessing theoretical and practical knowledge (incorporating the principle of 'recent andrelevant'). When it comes to learning a new technology now, I rarely visit the textbook; rather Iwill open up a browser, type in some keyword operators, follow the links to the online fora andsearch within them for those people who have solved the technological issue for themselves.Noteworthy here in support of this assertion are the following words of Seymour Papert, aseminal 'knower' in the context of this study:"... the computer presence might, I think, plant seeds that could grow into a less dissociatedcultural epistemology." (Papert, 1993 p. 38)Finally, the literature seems to suggest that learning is completed when the 'knower' applies thenewly-acquired knowledge, skills or understanding in a new context (Bloom, 1953; Kolb, 1984;2005). In the most basic of illustrations, the discovery of the button in Microsoft Wordcan be like a personal epiphany for a user who then sees it on the toolbars in Excel, Access,Powerpoint and so on,"I wish you'd shown us this a year ago...it would have saved me hours!" (Andy Lee, PGCERE student 1999) 2121 Thirteen years ago, when this was uttered, I was not tuned into the 'knowledge transfer' agenda. Today I wouldbe celebrating this as evidence of my proficiency as a facilitator of professional learning.75Simon Hughes Ph.D. Thesis (October 2012)