The teacher as action researcher : using technology to capture pedagogic form

Push to understand the educational problem and then use analysis to target a solution from technology.

Start with the problem? Problematise teaching ....
Need to become action researchers who colalborate to produce their own development and knowledge about teaching.

Good point that ' how best to use technology to support education' not technology led as this is sub optimal' ( p139) not technology first......... as tendency to just move from technology to technology when nothing much is changing.

Call to put the focus back on LEARNING and to ask what is the best way to support life long learning?

Conversational framework : way of capturing iterative, communciative, adaptive, reflective and goal orientated actions with feedback....COMPLETE LEARNING PROCESS

2 levels : discursive - talking./
experiental level - students in learning envir constructed by teacher learning by doing....

linked by adaption and reflection - change....

FOCUS ON LEARNER - good

looking at relationships between theory and practice, principle and applciation,concept and substantiation.................

Framework that has the learner at the centre and the teaching/learning process - not technology FIRST

'Rethinking of teaching ' ......... is it feasible ?

call to be a reflective practitioner who can cope with change ' .... reflecting and learning about how to do heir job; learning with others, experimenting, learning from users, and articulate and dessimiante what they have learnt?

Likened to role of academic with a research load...... ?????

'How often do we talk about teaching'......?
'teaching needs to be problematicised, exploratory,apprentiied, building on work of other experimental, subject to revision, sharing of ideas./solutions. communitarian in approach ( p144)

'scholarship of discovery; ;scholarship of engagement . teaching as professional learning
TIME

teachers who want to innovate want control over the process, not the uncritical adoption of others products. tools,reousrces, and environments to access each others ideas/etc.

Not having the conversations about ' designing, exploring,experimenting ,adapting, reflecting and collaborating. ( p 144)

Not talking about what we are learning about learning to use some tools.......

how to share findings ??????????????

Not hacing conversations about learning, numbers and outcomes,........ clear expectation..... uncritical and unquestioning ....... constantly asked about impact >>>>>

Learning design as a transferable

'the form capturing the pedagogy' (p145)

Argues generic pedagogical forms in education and what teachers do is customise it.

Content repositories - content strippped of pedagogy may be more easily transferable.
TaLe, Podserver. etc etc etc ntis...

Good point that use of repositories remains LOW ..... (P146)....

'sharing, resuing, and repurposing' materials..............

should be transfering both chunks of content and pedagogical forms......

LAMS ( 147) captured the form and content in a learning design that can be used and reused...... basis of community of learners/researchers.




Can learning design

LEARNING /EDUCATION/ Changing ways

Education is generally confined to institutions. Learning, on the other hand, is a continual, ongoing experience, running a range from formal to informal, organized to emergent, self-organized to planned. As institutional lines continue to blur, concepts of learning communities and learning cities become more attractive (and realizable): "Neighbourhoods, villages, towns, cities or regions that explicitly use lifelong learning as an organizing principle and social/cultural goal in order to promote collaboration of their civic, economic, public, voluntary and education sectors to enhance social, economic and environmental conditions on a sustainable, inclusive basis." It could probably be better said with less words, but the idea of entire communities and related webs of libraries, museums, and other societal institutions forming the basis for a new integrated view of learning is quite attractive.

SIEMENS POST

ASSESSMENT : THOUGHTS

TAFE 21st Century

1. What paradigm is it situated in and how is this shown, discourse, language

2. model of consultation - changes and inclusions.

3. Use of words technologies - technocratic perspective?


BREULEUX

Impertive for differences ?

Are we missing something important - ??? relationships and differences

Current framework : OUTCOMES - use of technologies - call not to reify it as being the end in itself but to recognise the complex interplay......... purpose/contexts and perspectives.


1. Are we asking the right sorts of questions : relationships ?

2. Need to find emerging practices and present and tell ............?

3. Deeper questions about the goal of learning - VET ? and deeper foundations for learning?

4. What difference does networking make? what is the learning that is needed to participate in networked community?

5. We have the impertive ( policy) the hard work is done..... what of implementation??

Imagining the present - Breuleux

complex reality of ICT education in VET is that it is the educators decisions and action

Technology is not what boosts education is it the 'collective project of educational communities.

Need to move beyond asking about the impact and outcomes .....

this is an expression of the current paradigm and different versions reflect different emphasises and different perspectives ....... it is about discourse

Need to reconfigure

Current convergent of support for social construction of knowledge ie knowledge comes from active collaborative process .....

MORE POWERFUL OPTIONS

'if we integrated well designed technologies in context of meaningful, projects, pedgogies, acces s to resources and tools and support for technological maintenance

Changes for leaners

Speaks of sets of transitions : ???

Current alignment of reform and technology offers array of learning experiences

Difference of networks - more people, different voices and perspectives, inside and outside,

LEARNING IS A PROCESS of DEVELOPING THE COMPETENCE, THE ROLES AND THE RESPONSIBILITIES TO BE A FULL PARTICIPANT IN A SOCIALLY MEANINGFUL COMMUNITY, ( P4)


What do educators do?
new technologies are meaning constructive pedagogies - renewal???

Cointerpretation - CoP

Notion of impact - misleading - different kind of relationships between technology and education.

Better to talk about EMERGING PRACTICES ' coming from the reciprocal relationships between new technologies and the actural uses that people develop for these tools' These practices need to be seen, recognised, cultivated and interpreted ' . ( p6)

Strong call for imagining the present ' which can offer us glimpses of how things can be...
Develop a capacity to read and tell the present

Call for it to be everyones responsibility - COLLECTIVE,COLLABORATIVE PROJECT

Case studies that look at context and perspective

RESEARCHERS TEND TO UNDERESTIMATE THE KNOWLEDGE REQUIRED TO IMPLEMENT - FULLAN QUOTE

Constructive dialogue