“Our philosophy determines how we perceive and deal with our
preferred teaching methods- which includes how (or if) we choose and use
e-learning technologies.” (Kanuka, pg 2)
In reading Kanuka (2008),
it states that in regards to e-learning technology educators tend to
orientate themselves to one of three philosophical orientations for teaching and technology. I have
felt challenged by this and have spent some time contemplating as to where I might position myself. I can identify with some aspects in all three but I would say my philosophical
perspectives lie towards a
progressive/humanist orientation.
From a determinism viewpoint, the focus is on the ways in
which we use technologies within learning and teaching where the tools are seen
as devices that extend learning. As
users we determine the effect these technologies have (Kanuka, pg 4). On the surface, yes I see them as tools that
I may choose to include in my teaching but I feel that nowadays this is a very
naïve stance as it does not take into consideration that technologies have
social and political origins and that they can be used as ‘causal agents in the
production of social action’ Lacroix & Tremblay (as cited in Kanuka, pg
5). I have to agree with Dahlberg (as
cited in Kanuka) that to think that an individual has control of the effects of
technological artefacts is totally misguided and that there these artefacts are
socially embedded in society.
With social determinism, this orientation sees the emphasis on the way technology is socially embedded and
constituted within social and cultural contexts. For me,
I can see examples of this
happening as the technologies are used as a platform for increased
globalization and growth in consumerism.
Orientation to social determinism encompasses the view that considerable
power is held in technologies that can impact on society and education.
(Kanuka,pg 5). It is this perception
that I don’t agree with, the manipulation of the technological tools to shape
society, education and personal environments.
I do agree with Kanuka that ‘modern technologies and growing
neo-liberalism are creating a rising capitalistic climate that includes
political-economic interests’. This
viewpoint sits with the technological determinism orientation which suggests
that technologies have a key role in social change. While there are many negatives in this
viewpoint Kanuka cites Lapadat, Garrison & Anderson that the technologies
facilitate the formation of individual capabilities, increase written
communication skills and provide substantial opportunities for individuals to
reflect and debate. Garrison and
Anderson state that modern technologies are a ‘catalyst of change, resulting in
the need for educators and institutions to adapt and or transform.’ I support this and do believe that the
‘effects of technical change are inevitable and unquestioned’ (Kanuka, p 6)
This leads me to believe that my philosophy of teaching sits
within a progressive/humanist
orientation where the focus is on
learning and improving the individual’s life in society through education. It’s
a learner centred approach with the belief that the learner’s needs, interests,
problems and ambitions are products of their environment. Learning becomes the centre and involves
liberating the learner, effecting potential improvement and then allowing the
consequences of the learning to permeate every area of the individual’s
life. Learning is first and it’s
individualised (Wheeler, 2014). It is
life-long acknowledging that supports individual growth, self-actualization in
order to assist in the growth of fully functioning individuals. It
develops autonomy, self-directed learning and
critical thinking.
I agree with some aspects of the philosophical orientations
discussed in Kanuka and I can see that how
‘reflecting on and becoming aware of our philosophical orientations is
important; it provides a basis for how we choose and use e-learning
technologies’ (p 13).
Both progressive and humanist orientations view educational
technologies as been well suited to the learning process. For example, in a blended teaching
environment, I use Blackboard as a platform to
provide an online environment where learners can access a variety of resources
to address their individual learning needs.
This also encourages the learner to develop digital literacies skills so
they can participate more effectively and confidently in digitally driven
society. Through Blackboard I can
‘create conditions within which learning can take place.’ The learners are self-directed and set their
own goals and Blackboard as a platform supports individual growth.
In viewing a youtube clip of a recent interview with Steve
Wheeler (https://www.youtube.com/watch?v=hu-up3xFiL0),
I agree with his statements ‘that learning is individualised’ and that ‘by
designing learning spaces where students can find their own level, their own
pathway, then the [teacher] can help to scaffold and facilitate that’. Learning Management Systems such as Blackboard
allow me to do this. A simple example of this is as follows. The learners I teach are low level ESOL/Literacy
learners. I have a ‘Grammar’ folder in
Blackboard. One of the first links will
give them access to a self-test at a self-selected level. These results will assist them to select a
variety of resources that allow for graduated tasks to assist learning. (e,g
websites, worksheets, interactive exercises).
Learners are able to ask for clarification, assistance or direct
teaching. If a learner requests further
resources, I may search for these or customise a document and post it to the
folder. The learning is first, the
technology is the tool.
Wheeler goes on to discuss pedagogy and goes back to the
Greek meaning of the word ‘pedagog’. In Greek this means a servant or household
member who would led children to the place where they were educated. He states that ‘pedagogy’ still means leading
people to the point where they find learning.
It’s primarily about facilitating.
Scaffolding is about finding support for the learning. This supports fades as the learner becomes
more independent. Wheeler goes on to say
that any formalised learning process should consist of the scaffolding process,
with the ‘expert’ ready there to assist, to intervene, letting the students
learn for themselves, the teacher providing the resources and whatever is
needed.
To me these two examples, one from my own teaching
experience and Steve Wheeler sharing his perspective in an interview are
practical insights of philosophies of teaching that are positioned towards a progressive/humanist orientation.
Kanuka, H. (2008).
Understanding e-learning technologies-in-practice through
philosophies-in-practice. The theory and practice of online learning,
91–118.
Starkey,
L. (2012). Teaching and Learning in a Digital Age. Retrieved from http://www.eblib.com
