What stood out for me the most today was the examination of the linguistic cognitive domain. These are the notes I took today on that particular topic:
Linguistic cognitive domain
We link to each other and to ourselves through language. We explain things to ourselves through language. We use language to explain to somebody what we need them to understand. Recognize the impact our words have on others. Our words really matter. Even when we say nothing we are making a non-contribution.
We can be conscious of our language and how it influences things. When supporting teachers’ ICT – our language will make teachers feel comfortable and want to participate in the discussion or not. Go from what could be a confrontation to collaboration. We need the connection. Remember to meet their needs for safety and trust and bring your colleagues on the journey along with you.
How will my final project connect with the people I want to connect with?
My thoughts on my notes:
I recognize that I have a strong desire to be one of the leaders in my school when it comes to ICT development but I also realize that I sometimes feel intimidated to take on that role. We have over 100 teachers in our school so you can well imagine that there is great variation in where everyone is at when it comes to ICT. The one thing I do know is that we are super fortunate to have a very collaborative environment in our school (at least from my perspective and personal experience). As mentioned previously, we have teachers who embrace ICT whole heartedly and generously give of their time and expertise to those of us request their assistance. And like many other school environments, we have colleagues who hesitate to take the plunge into ICT.
Where do I situate myself amongst my colleagues? It reminds me of our first day in this class when I put myself right in the middle of the pack to show where I felt I stood when it came to technology. I believe I have accurately positioned myself. As a teacher-librarian and classroom teacher I find myself leading somewhat to those who feel even less confident about technology than I do but I also feel fortunate to be led by others. I am speaking honestly when I say that I am part of a very collaborative environment. People have been extraordinarily good to me and I hope that part of the reason for that is that I have been able to meet my colleagues where they are at and they have been able to do likewise with me. Here is where I feel that my attitude, the way I communicate or don’t communicate, and the words I choose are instrumental in the relationships I have developed and will contribute greatly to the ICT development journey that I and my colleagues are on.
Other class notes:
- leading cultural change in schools
- incorporating cultural change into inquiry design
Autopoesis – self creating
living organism – ecological beings – connected – we cannot disconnect
Structural coupling
How we connect to our environment. Goes on continuously. Environment constantly changing and we are constantly modifying our connections. In human beings this is always happening cognitively, culturally and technologically.
Our need, in order to exist, to initiate and sustain connections.
A lot of “orphan projects” created by teachers live out there.
When we consider ourselves as autopoietic beings, that is, we are not static individuals guided but self-will, rather we are responding beings guided by our interpretations of sensori-motor data (what we see, hear, taste, touch, smell), we have a new-found capacity to adapt and change to circumstances. We are no longer the ‘victim of circumstance’ (after the age of majority), we can become enactive of our circumstances through the kinds of connections we choose to foster. Individualism has long been a philosophical basis for education: it is up to an individual student to succeed if that student simply chooses to work hard enough. When we consider ourselves, our colleagues, and our students as living entities in ‘ecologies of learning’ how does that influence how we conduct our relationships? How do we consider learning as a relational experience rather than the delivery of content? If our task is to support teachers’ ICT development, how can we build the relationships that will make that possible?
I have enjoyed the learning group’s discussion on the linguistic cognitive domain and am excited to read of your desire to be one of the leaders in your school with ICT. It is refreshing to hear that you are in a collaborative environment and see that your role as classroom teacher and librarian will enhance that connection, collaboration and conversation.