Accounts of postmodernism abound today in the literature of both general philosophy and educational theory. As a general cultural phenomenon, postmodernism has such features as the challenging of convention, the mixing of styles, tolerance of ambiguity, emphasis on diversity, acceptance (indeed celebration) of innovation and change, and stress on the constructedness of reality (Beck, 1993).
A postmodern pedagogy can be seen in a synchronous e-learning community. In postmodern thought, we (teacher and student) are involved in an interactive process of knowledge creation and are developing a ‘working understanding’ of reality and life. By drawing broader connections between phenomena (Vygotsky’s notion of interaction) and the exploration of their value implication, learning comes alive. These ideas are inherent in constructivism and a sociocultural theory of education and are inextricably linked with synchronous learning environments (refer to my last post for a more detailed discussion on constructivism). Through synchronous e-learning, students are able to interact with peers and teacher, challenge their pre-conceived notions of phenomena and seek immediate responses.
The interaction between the teacher and student (expert and non-expert) is often best seen as a ‘conversation’ in which there is mutual influence rather than simple transmission from one to the other. Clive Beck gives a summary of teacher-student interaction in a postmodern context when he writes:
We must think increasingly in terms of “teachers and students learning together,” rather than the one telling the other how to live in a “top-down” manner. This is necessary both so that the values and interests of students are taken into account, and so that the wealth of their everyday experience is made available to fellow students and to the teacher.
(Stephen made a very similar point in his last post, when he wrote that ‘engagement with the other [is] a vital aspect of the learning experience’).
There are direct links that can be made between postmodern education philosophy and computer and web-based technologies. Jean-Francois Lyotard has pointed out the extent to which students today can learn from computerised data banks, which he calls ‘the Encyclopaedia of tomorrow.’ Teachers must help students learn how to learn, using such technology. In a synchronous e-learning community, students construct knowledge in two ways: with the help of the ‘Encyclopaedia of today’ and through interaction with other members of the community. The collaborative nature of synchronous e-learning means that students are actively involved in determining what they learn and why, and thus are able to give expression to their distinctive interests and needs.
I realise that my last few posts have been heavy on theory without many practical examples. In my next post, I will use a couple of youtube clips which show the theories I have been discussing (constructivism and postmodernism) in practice.
Information about postmodernism and education has been adapted from: Clive Beck (1993), Postmodernism, Pedagogy, and Philosophy of Education.
I think this quote: “teachers and students learning together,” rather than the one telling the other how to live in a “top-down” manner is a perfect representation of how a modern classroom should be conducted. Especially with the integration of ICT. It may well be that the some of the older generation of teachers feel 'uneasy' about this, however, utilisation of student knowledge, learning together and the teacher scaffolding the way are a great combination of resources and technology. What do you think about the computer/www2.0 representing the MKO? Andrea
ReplyDeleteHi,
ReplyDeleteI totally agree with what you have posted. I too believe that teachers need to work collaboratively, have this 'conversation' with their students to aid them in their learning. Especially when teens are in their rebellious stage not wanting to be told what to do! I also agree with your statement, 'teachers must help students learn how to learn, using such technology'. Technology can be quite advanced and without this background knowledge students may suffer in their learning. Teachers must ensure student understanding for not only the content being taught but also for the technology being used.
Thanks for the comments.
ReplyDeleteAndrea, I agree with your statement about many teachers feeling 'uneasy' about the integration of ICT.
Last year I worked at a school with 100 teaching staff. We were one of the schools that have been promised laptops for every student (thanks Mr. Rudd). There are many issues that arose as a result of this, not least of which is training staff in order to feel comfortable and confident in using technology in the class. I can see many teachers only allowing students to use computers for word processing and some research. It will be a steep learning curve for many.
Before the full educational potential of computer/www2.0 can be realised, teachers need to be taught how to use the technology, at least on a basic level. Only after this has happened can the truth of Martine's comment be realised (about teachers ensuring student understanding for the content as well as the technology being used).