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Reflections on the Effect of IT on Teachers and Pedagogy: Deskilled Profession? Or Searching for a New Crafts?

Reflections on the Effect of IT on Teachers and Pedagogy: Deskilled Profession? Or Searching for a New Crafts?. Wing Kwong TSANG. Deskilling Thesis: Effects of IT in Education on Teachers. The concept of deskilling Control in labor process Physical control of work

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Reflections on the Effect of IT on Teachers and Pedagogy: Deskilled Profession? Or Searching for a New Crafts?

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  1. Reflections on the Effect of IT on Teachers and Pedagogy: Deskilled Profession? Or Searching for a New Crafts? Wing Kwong TSANG

  2. Deskilling Thesis: Effects of IT in Education on Teachers • The concept of deskilling • Control in labor process • Physical control of work • Bureaucratic control of work • Technical control of work • Cybernetic control of work • The craftsmanship of teachers • Power over the of conception of work • Power over the execution of work • Deskilling of teaching as separation of conception and execution of teaching

  3. Deskilling Thesis: Effects of IT in Education on Teachers • The political economy of textbook production • A Nation at Risk: Myth of falling standard • Assault of the global-competition state on professional-led schooling system • Teacher-controlled textbooks

  4. Deskilling Thesis: Effects of IT in Education on Teachers • IT in education as panacea of education crisis • Invasion of computers into classroom • Proliferation of instructional software in classroom • Colonization of teaching by teacher-controlled CMI software • “You don’t have to be a teacher to teach thisunit.”

  5. Intensification of teachers’ Work: Effects of IT in Education on Teachers • Concept of intensification of work: • Speeding up of work pace leads to lack of breathing space for to contemplation of work • “Heavy-duty” workload leads to invasion of work into leisure • Education reform by performativity in quasi-market mechanism • Managerialism and intensification of teachers’ work • Outcome accountability and intensification of teachers’ work

  6. Intensification of teachers’ Work: Effects of IT in Education on Teachers • Effects of intensification of teachers’ work • On teaching approach • Teaching by “getting things done” according to managerial requirements and performance indicators • Teaching by “going with the flow” i.e. professional discretion and judgment in facing uncertainty and ambivalence • Pressure on time • Pressure from “heavy-duty accountability • Emotions of work stress among teachers

  7. The Pedagogy of Multiliteracies • The New London Group and the Project of Pedagogy of Multiliteracy http://www.newliteracies.com.au/

  8. The Pedagogy of Multiliteracies • The New London Group and the Project of Pedagogy of Multiliteracy

  9. Some Members of The New London Group • Courtney Cazden, Harvard University, USA; • Bill Cope, University of Technology, Sydney , Australia; • Norman Fairclough, Lancaster University, UK • Jim Gee, Clark University, USA • Mary Kalantzis, James Cook University of North Queensland, Australia; • Gunther Kress, Institute of Education, University of London, UK; • Allan Luke, University of Queensland, Australia; • Carmen Luke, University of Queensland, Australia; • Sarah Michaels, Clark University, USA; • Martin Nakata, James Cook University of North Queensland, Australia.

  10. The New London Group at its first meeting, New London, New Hampshire, September 1994. Left to right: Martin Nakata, Jim Gee, Mary Kalantzis, Norman Fairclough, Sarah Michaels, Carmen Luke, Courtney Cazden, Gunther Kress, Allan Luke, Bill Cope.

  11. Standing (l to r): Mary Kalantzis, Bill Cope, James Gee, Carmen Luke, Allan Luke, Gunther Kress. Sitting (l to r): Sarah Michaels, Courtney Cazden, Brian Street (The New London Group at AERA in New Orleans in April 2011

  12. The Pedagogy of Multiliteracies • From literacy pedagogy to the pedagogy of multiliteracies • “Literacy pedagogy …traditionally meant teaching and learning to read and write in page-bound, official, standard forms of the national language. Literacy pedagogy, in other words, has been a carefully restricted project ― restricted to formalized, monolingual, monocultural, and rule-governed forms of language.” (The New London Group, 2000, P. 9)

  13. The Pedagogy of Multiliteracies • The Pedagogy of Multiliteracies as advocated by the New London Group, they assert that “we attempt to broaden …understanding of literacy and literacy teaching and learning to include negotiating a multiplicity of discourses. We seek to highlight two principal aspects of this multiplicity. First, we want to extend the idea and scope of literacy pedagogy to account for the context of our culturally and linguistically diverse and increasingly globalized societies; to account for the multifarious cultures that interrelate and the plurality of texts that circulate. ….

  14. The Pedagogy of Multiliteracies • ….Second, we argue that literacy pedagogy now must account for the burgeoning variety of text forms associated with formation and multimedia technology. This includes understanding and competent control of representational forms that are becoming increasingly significant in the overall communications environment, such as visual images and the relationship to the written world ― for instance, visual design in desktop publishing or the interface of visual and linguistic meaning in multimedia. …

  15. The Pedagogy of Multiliteracies • ….. Indeed, this second point relates closely back to the first; the proliferation of communications channels and media supports and extends cultural and subcultural diversity.” (The New London Group, 2000, P. 9) • Constituents of the pedagogy of multiliteracies • Pedagogy of multimedia • Pedagogy of multiculturalism • pedagogy of multilinguistics

  16. The Pedagogy of Multiliteracies • Teachers as designers: Reconceptualization of the role of teachers In relation to the pedagogy of multiliteracies, the role of teachers has to be reframed in a way to suit the pedagogical environment of “multiplicity”.

  17. The Pedagogy of Multiliteracies • …Reconceptualization of the role of teachers • The structuralism (or behaviorism) conception: One of the traditional conceptions of the role of teachers is to depict it with the metaphor of an engineer. It assumes that engineers have complete knowledge of the situations and problems which they are to work on. Furthermore, they also have complete controls all the components of ecological environment in which the problems are located. ….

  18. The Pedagogy of Multiliteracies • …Reconceptualization of the role of teachers • The structuralism (or behaviorism) conception: …Accordingly, the engineers can work out to the last details of the operational procedures of the solutions. In relation to teaching and learning, teachers are assumed to have complete knowledge about both the operations of the learners’ minds and the influences of the environments on the learning process. If all these formula and procedures were completed worked out and under control, teachers could then carry out their work in clockwork operation as the engineers in management science.

  19. The Pedagogy of Multiliteracies • …Reconceptualization of the role of teachers • The liberalism conception: Another traditional conception of the role of teachers is to interpret it with the metaphor of a gardener. It assumes that gardeners though have some (not complete) knowledge of the problem at hand but more importantly they could not have much control on both its subjects and the environments. ….

  20. The Pedagogy of Multiliteracies • …Reconceptualization of the role of teachers • The liberalism conception: …Accordingly, the gardeners can only work on the margin and to provide the conducive environments, in which the plants to grow spontaneously in their own habitats. In connection to teaching and learning, teachers are expected to assume a much more passive role than that of the engineer conception. They could provide learners with favorable facilities and environments and let them to enquire and develop at their own paces and own ways.

  21. The Pedagogy of Multiliteracies • …Reconceptualization of the role of teachers • The designer-rationality conception: Ronald Schon and Martin Rein’s (1994) conceptions of designer and reflective practitioners have rendered the third conceptions. As designers, they are working under imperatives of the inherent, social and framing conditions in which their designs are “embedded”. Furthermore, they are demanded to reflect practically on these imperatives simultaneously and interactively along the ways as they carry out their work of design. Accordingly, designers have to “reflect” consciously and knowledgeably on three layers of the “design complexity”.

  22. The Pedagogy of Multiliteracies • …Reconceptualization of the role of teachers • The designer-rationality conception: … • Inherent design rationality: It refers to the “reflection on materials, seeing/moving/seeing, unintended effects, emergent intention, and the form and character of the evolving object.” (Schon & Rein, 1994, p. 167) • Social design rationality: In this layer of design reflection, it involve communications and conversations with co-designers in the designing system, stakeholders and other parties involved in the policy environment, and the external context. • Frame design rationality: This third and final layer of design rationality involves reflection of issues arising from conflicts between policy frames.

  23. The Pedagogy of Multiliteracies • Design: the metalanguage of the pedagogy of multiliteracies • The New London Group asserts that “we propose a metalanguage of Multiliteracies based on the concept of ‘Design’. Design has become central to workplace innovations, as well as to school reforms for the contemporary world. Teachers and managers are seen as designers of learning processes and environments, not as bosses dictating what those in their charge should think and do. …

  24. The Pedagogy of Multiliteracies • Design: the metalanguage of the pedagogy of multiliteracies • …The notion of design connects powerfully to the sort of creative intelligence the best practitioners need in order to be able continuously to design their activities in the very act of practice. It connects as well to the idea that learning and productivity are the results of the designs (the structures) of complex systems of people environments, technology, beliefs, and texts.” (The New London Group, 2000, Pp. 19-20)

  25. The Pedagogy of Multiliteracies • Design: the metalanguage of the pedagogy of multiliteracies • Elements of the pedagogy of multiliteracies: The New London Group proposes the pedagogy of multiliteracies “as a matter of Design involving three elements: Available Designs, Designing, the Redesigned. Together these three elements emphasise the fact that meaning-making is an active and dynamic process, and not something governed by static rules.” (The New London Group, 2000, P. 20)

  26. The Pedagogy of Multiliteracies • The “what” of the pedagogy of multiliteracies • Available Designs: It refers to “the resources for Design”, the “Design conventions”, or in Schon and Rein’s words the “inherent materials” the designers have to work with. In the case of the pedagogy of multiliteracies, they “include the ‘grammars of various semiotic systems: the grammars of languages, and the grammars of other semiotic systems such as film, photography, or gesture. Available Designs also include ‘orders of discourse’ (Fairclough, 1995).” (The New London Group, 20000, P. 20)

  27. The Pedagogy of Multiliteracies • The “what” of the pedagogy of multiliteracies • Designing: Designing refers to the “semiotic activity …simultaneously works on and with these facets of Available Designs. Designing will more or less normatively reproduce, or more or less radically transform, given knowledges, social relations, and identities, depending upon the social conditions under which the Designing occurs. But it will never simply reproduce Available Designs. Designing transforms knowledge by producing new constructions and representations of reality. ….

  28. The Pedagogy of Multiliteracies • The “what” of the pedagogy of multiliteracies • Designing: …Through their co-engagement in Designing, people transform their relations with each other, and so transform themselves. Configurations of subjects, social relations, and knowledges are worked upon and transformed in the process of Designing. Existing and new configurations are always provisional, though they may achieve a high degree of permanence. …

  29. The Pedagogy of Multiliteracies • The “what” of the pedagogy of multiliteracies • Designing: …The notion of Design recognises the iterative nature of meaning-making, drawing on Available Designs to create patterns of meaning that are more or less predictable in their contexts.” (The New London Group, 2000, P. 22)

  30. The Pedagogy of Multiliteracies • The “what” of the pedagogy of multiliteracies • The Redesigned: The concept refers to the “outcome of Designing”. But “it is never a reinstantiation of one Available Design or even a simple recombination of Available Designs, the Redesigned may be variously creative or reproductive in relation to the resources for meaning-making available in Available Designs.” (The New London Group, 2000, P.23)

  31. The Pedagogy of Multiliteracies • The “what” of the pedagogy of multiliteracies • The Redesigned: …As a result, “through these processes of Design meaning-makers remake themselves. They reconstruct and renegotiate their identities. Not only has the Redesigned been actively made, but it is also evidence of the ways in which the active intervention in the world that the Designing has transformed the designers.” (The New London Group, 2000, P. 23)

  32. The Pedagogy of Multiliteracies • The “what” of the pedagogy of multiliteracies • Multimodality in the pedagogy of multiliteracies: As the elements of Available Designs, Designing and Redesigned are put against the multicultural, multilinguistic and multimedia context, the idea of multimodality emerges.

  33. (The New London Group, 2000, P. 26)

  34. The Pedagogy of Multiliteracies • The “how” of the pedagogy of multiliteracies • The concept of situatedness of learning and teaching: The New London Group underlines that “our view of mind, society and learning is based on the assumption that the human mind is embodied, situated, and social. That is, human knowledge is embedded in social, cultural and material contexts. ….

  35. The Pedagogy of Multiliteracies • The “how” of the pedagogy of multiliteracies • The concept of situatedness of learning and teaching: ….Further, human knowledge is initially developed as part and parcel of collaborative interactions with others of diverse skills, backgrounds and perspectives joined together in a particular epistemic community, that is, a community of learners engaged in common practice centred on a specific (historically and socially constituted) domain of knowledge.” (The new London Group, 20000, P. 30)

  36. The Pedagogy of Multiliteracies • The “how” of the pedagogy of multiliteracies • Four factors of the complex of pedagogy of multiteracies: The New London Group characterizes the pedagogy of multiliteracies as “a complex integration of into four factors: • Situated Practice based on the world of learners’ Designed and designing experiences; • Overt Instruction through which students shape for themselves an explicit metalanguage of Design; • Critical Faming, which relates meanings to their social contexts and purposes; and • Transformed Practice in which students transfer and re-create Designs of meaning form one context to another.” (The New London Group, 20000, P. 31)

  37. IT in Education: Sociological Perspective THE END

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