Theoretical Groundings of an ICT Coordinator
*This post has been written as part of my journey as a Ph.D student through University of Regina
The role of teachers and schools has been redefined by the role of educational technology and this evolution has only been fast-tracked by the Covid-19 pandemic that has seen the use of technology in education increase at an accelerated rate (Nantais, M. et al., 2021, p. 34)(Sheninger, 2014, p. xv). Divisional programming in the field of educational technology is one that requires flexibility and an acceptance that there cannot be, “any permanent standards by which truth can be universally known” (Lincoln, Lynham, & Guba, 2018, p. 128.) Across the paradigm spectrum, this approach will most closely align with the constructivism approach that Crotty (1998) identifies as being fundamentally shaped by the interactions between individuals and their environment and dependent on transmission within the context of unique societal norms. Crotty (1998) sees a learning paradigm as one’s way of understanding and studying the world and that this belief system operates within assumptions in the areas of: 1. ontology, 2. epistemology, 3. methodology, and 4. axiology
When looking at ontology, one must reflect on their personal worldview to determine, “what is the nature of reality?” (Creswell, 2007). Guba and Lincoln (2005, p. 193) share that the concept of relativism includes, “local and specific constructed and co-constructed realities”. When it comes to the practice of teaching, each educator is subject to the unique climate of their school building, which is dictated by factors including: administrative structure, collegial network, available resources, community placement, and existing infrastructure. These factors, and how staff and students are impacted by them, create a specific reality that differs from other school buildings and must be considered when programming divisional goals. The concept of reality is also personal and, while environmentally and socially influenced, it is also self-created based on one’s experiences (Guba & Lincoln, 1985, p. 73). As a coordinator, my experiences and training within the educational technology realm results in a personal reality in which troubleshooting technology, piloting new advancements, and integrating tools into curricular programming is not a seen as a barrier. However, an understanding of personal reality is essential to help understand the perspective of the educators that I will be working with.
As you dive further into the paradigm it becomes evident that there is a fundamental assumption in the area of defining knowledge. Referred to as epistemology; this asks you to reflect on what are sources of knowledge, why is some knowledge perceived to be of higher value than others, and how can knowledge be transferred between individuals (Crotty, 1998). Divisional programming will not only look at knowledge from the lens of coordinators and stakeholders, but also delve critically into the way(s) in which educators have gained knowledge in the area of educational technology [preservice training, professional development, personal exploration]. Lincoln, Lynham, & Guba (2018, p. 115.) share that a constructivist paradigm sees knowledge as being, “constructed intersubjectively through the meanings and understandings developed socially and experientially”. Previous experiences in the area of educational technology can shape participant perceptions on the value that these tools bring to their practice. As a coordinator, I am cognizant that the environment and context in which the information is shared can influence the knowledge that is constructed between myself and the participants.
Crotty, M. (1998). The foundations of social research: Meaning and perspective in the research process. SAGE
Lincoln, Y.S., Lynham, S.A., & Guba, E.G. (2018). Paradigmatic controversies, contradictions, and emerging confluences revisited. In N.K. Denzin & Y.S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (pp. 108-150). Thousand Oaks, CA: SAGE
Nantais, M., Dimuro, M., Kelly, W., Kirk, J., Lam, M., Ofwono, N., & Spence, S. (2021). Digital policy, infrastructure, procedures and practices of select rural and northern Manitoba school divisions. BU CARES. https://www.brandonu.ca/bu-cares/files/2021/08/Digital-Realities-in-Rural-Manitoba-July-2021.pdf
Sheninger, E. (2014). Digital leadership changing paradigms for changing times. Thousand Oaks, CA Corwin Press.