Theory and Practice
Posted by Allanahk on June 8, 2009
A discussion between soon to visit New Zealand, Gary Stager, and teacher Tom Barrett evolved when Tom posted a review of the Developing Leaders NCSL Conference and shared his Classroom Without Walls workshop slides. Gary asked where was Tom’s historical perspective and theory?
I know that Twitter is tapping into the wisdom of the masses but in many ways my Personal Learning Network on Twitter and my RSS blogroll are about all I have time for. I have three really good theoretical books that I want to read and need to read that are crying out for attention but the day-to-day stuff of teaching all day, everyday, across all curriculum areas, is more pressing. Every weekend I think- this will be the weekend when I crack into my reading but other things get in the way. I will read them but it won’t be mid-week.
For those that like the theory, all power to them and where would we be without them but apart from some action research- which I really want to know more about, I haven’t the time. I’m sorry, I haven’t the intellect or attention span to digest heavy theoretical works. There are only so many daylight hours and they are already all accounted for, with a few after midnight ones as well. I rely on my PLN to let the good stuff bubble to the surface and bring it to my attention.
Leaping into learning through Web2.0 technologies just seemed right to me in the beginning so I gave it a go. The learning was pretty straight forward and I gathered followers and friends to help ease my path and learnt more as I went along. Too much emphasis on pedagogy alone can leave people frustrated with a feeling they are not going anywhere. Having no theoretical basis leaves people lurching from gimmick to gimmick, with little idea of purpose. Teachers are generally a fairly practical bunch and like to get on with it- I know I do! I wonder where Mr Stager was really heading with his comment?
June 8th, 2009 at 3:39 pm
Your not alone. My hours are full. I have a list of “Wish I had time” texts to read.
And as for the “P” word many either give a knowing smile or groan at the word when I’m in training sessions.
I can talk about pedagogy just as long as I don’t call it by its real name.
June 8th, 2009 at 7:56 pm
Thanks Allanah,
You inspired me to leave a message on Tom’s blog. I wonder what his perspective is on the matter. Reading Tom’s work, I’ve little doubt he considers pedagogy well enough to inform action.
RSS and twitter is all I really use too!
Pete
June 9th, 2009 at 12:18 am
Thanks Pete
This sort of discussion is good for us all I think. I hark back to the one sentence that the most resonated for me at Learning At School 09.
From Wes Fryer- “Hyperlinked writing is the most powerful form of writing there is.”
The ability to link and form relationships across the web is very powerful. Rather than just reading my perspective on the matter through hyperlinking we can access discussions at their source and participate in a direct dialogue with theorists and practitioners from all over.
June 9th, 2009 at 3:46 pm
There is nothing like watching (F2F or through my online PLN) effective teaching and learning in action. I find making links to Effective ‘P’ in the NZC(2007) helps me make sense and be open to the possibilities especially when integrating new technologies.
BTW I thought Tomaz Lasic’s comment on Tom Barrett’s post provided a useful perspective.
June 10th, 2009 at 11:54 pm
Thanks Allanah, this post came at a good time for me when people with pedagogy power and not so much of the practice are gaining momentum around me… Find some of it hard to deal with. The power of my PLN is limitless and like you find it hard to keep up with all the ‘want to’s” when running a class etc. My PLN is more powerful and practical than any book for me at the moment! (Not saying I won’t ever read a book again!)
Thanks again, Amanda
June 12th, 2009 at 1:08 am
I agree with Miss Signal above, the theorists think they’re in charge, but what practical application do they personally have in the classroom? Every day of classroom experience brings historical perspective, every conversation with a fellow educator enhances the perspective so developing theory is like watching evolution, its all about the process. Academics like to codify and label everything in order to make nice neat comparisons so Stager’s question is simply asking, “Which box can I put these ideas in?” and then he will insist they must be professionally packaged and stamped with his seal of approval. I think Stager enjoys stirring the pot and watching it boil. If anything, he is good at getting people to start conversations!
June 14th, 2009 at 12:31 pm
I think it was Vygotsky (1896-1934) who wrote of the socio-dialogical effects in learning. I wonder how he would feel about the development of web 2 technologies.
Your article, Allanah, highlights two main points for me.
1. The Changing Way In Which We Learn And The Place Of Reading Material Within This:
I struggle now to find the time to read books from cover to cover, a struggle more often lost. Thinking about the why I realise that a book falls a poor second to the hive of activity of the web. One afternoon on Twitter can provide such enlightenment! I thrive on the social aspect of learning, learning conversations, the opportunity to reflect on and interrogate views expressed, to read and respond, to take the risk and put finger to keyboard. I am stimulated by the anarchy and interaction of it all.
Our networks can determine our horizons. Books used to provide this extension. The web opens us up much more to the possibilities in this. This makes me question too those we select in our network and the need to purposefully factor in people who will take time to really challenge our thinking, who make us feel uncomfortable, who do not think as we do. We could be cosseted in our own comfortableness and perceived limitations if we fail to do this.
2. The Importance Of An Evolving Pedagogy/Androgogy To Inform My Practice:
Without this we’d be like heavy yet stringless kites in a fluttering wind.
We find time for that which we value. It is here that an evolving pedagogy assists me. Understanding the why and the research helps with motivation, transfer and improved outcomes. If our practices illustrate what we value, what works for us, hopefully, as teachers, it also shows us what works for those we teach and learn alongside, those who often do not learn and think in the same way we do
Thank you Allanah for this thought provoking article and the opportunity too to ponder my own thinking.
Have fun.