Philosophical Perspectives

“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

Interview of Steve Wheeler  (2014) from  https://www.youtube.com/watch?v=hu-up3xFiL0