Download a printable (adobe pdf) version of this section
To view this document you need to have adobe acrobat installed on your computer. if you do not have it installed you can download it here: 
ICT as Political Action
A submission presented in partial fulfilment of the requirements of the University of Glamorgan/Prifysgol Morgannwg for the degree of Doctor of Philosophy
May 2008
6 |
|
8 |
|
Background to my research and formulating the research question |
9 |
Using ICT as a form of communicative action |
15 |
The need to identify my standards of judgement |
16 |
My claim to knowledge |
17 |
A living form of theorising |
18 |
The significance of my research |
20 |
My contribution to the knowledge base of educational enquiry |
22 |
Forms of the thesis |
22 |
25 |
|
My history and culture make me while I make my history and culture. |
26 |
Conceptual frameworks of my study |
30 |
The framework of political action |
36 |
The framework of communicative action |
43 |
Control and Power |
50 |
Generative transformation and the ‘New Science’ |
52 |
Forms of the thesis |
55 |
A living theory of learning |
59 |
Summary |
62 |
64 |
|
The nature of and reasons for my concerns |
66 |
Concerns about practice – whole class teaching |
69 |
Concerns about practice – keys as symbolic control |
70 |
Concerns about the social order – democracy |
71 |
Concerns in relation to educational theory |
75 |
Concerns about method – technical rationality |
77 |
Concerns about my capacity to act |
79 |
Summary |
81 |
Chapter 3 – Taking stock prior to taking political action: What could I do about it? |
82 |
Can my history and culture provide me with a model to develop a new history and culture? |
82 |
Could a change of subjects provide a change of approach? |
85 |
NCVA – could changing the model of practice provide a more life-affirming approach to administering certification? |
90 |
Do the ways I prefer working suggest how I could bring my practice into line with my values? |
92 |
Are there ways that I can ‘thicken’ democracy? |
93 |
The changing nature of scientific processes |
94 |
Can I develop my own living theory of learning? |
96 |
Purposes for the research |
96 |
In search of a methodology |
99 |
Summary |
103 |
105 |
|
The evangelistic view of technology |
109 |
The sceptics’ view of technology |
112 |
Reconceptualising ICT |
120 |
World Wrestling Entertainment and Communicative Action |
126 |
129 |
|
Introduction |
129 |
Project 1: First faltering steps – Self-instructional notes and self-directed learning |
132 |
136 |
|
140 |
|
Project 4: Action Learning and interconnecting branching networks |
156 |
Project 5: Supporting teacher education through LCA and Political action |
162 |
Theorising my practice in the light of the five projects |
173 |
Chapter 6 –Issues of validity Exercising my educational influence |
177 |
Issues of validity |
177 |
Transforming my values into living critical standards of judgement |
180 |
Offering my practice to public scrutiny |
184 |
195 |
|
The significance of my research for policy in ICT |
195 |
The significance of my research for forms of representation |
197 |
The significance of my research for theory |
198 |
The significance of my research for the education of social formations |
200 |
Contribution to the knowledge base of education. |
201 |
205 |
|
My claim to know |
208 |
Forms of theory and forms of representation |
209 |
212 |
|
| Appendix A | |
| Appendix B | |
| Appendix C |
