Question 1: Is there a case for having dedicated e-Learning training institutions/organizations in New Zealand to better equip teachers with the skills they need to embed e-Learning comprehensively into their teaching programmes

Kanuka, Heather (1980). Understanding e-Learning Technologies-in-Practice Through Philosophies-in-Practice. In Terry, A. (Ed.). (2004). The Theory and Practice of On-Line Learning: Understanding E-Learning Technologies-in-Practice Through Philosophies-in-Practice (2nd ed.). Edmonton: AU Press, Athabasca University.

Is there a case for having dedicated e-learning training institutions/organizations  in New Zealand to better equip teachers with the skills they need to embed e-learning comprehensively into their teaching programmes.

Technology has revolutionized the way we think and learn.  There is now, no going back.  We are fully committed.Arguably the era we find ourselves in, educationally speaking, outstrips any previous historical timeframe in terms of the sheer potential for learners. 

My question concerns the preparedness of teachers as they face the challenges confronting them in terms of e-Learning. I say we turn to philosophy. 

My starting point is Alice in Wonderland when she asked a question of  the Cheshire cat (sitting in a tree):

She said:                      What path should I take?

He said:                       Where do you want to go?

She said:                      I’m really not sure.

He said:                       Well then, it really doesn’t matter what path you take, you’re bound to end up somewhere.

Do we need this degree of uncertainty as we embark on our journey with e-Learning? I recommend that teachers of e-Learning be given time and space to review their teaching philosophies and their philosophy on e-Learning.

Kanuka asserts that ‘When considering the interrelation-ship of philosophy and the choices we make about e-learning technologies, it is important to be aware that philosophy inspires our activities and gives direction to our practices. (p. 93).

It is important for teachers to be given time to reflect on their philosophies-in-practice.  ‘Our philosophy determines how we perceive and deal with our preferred teaching methods – which includes how (or if) we choose and use e-Learning technologies. (Draper 1993)

While there is a plethora of (technological) possibilities out there, often the path to take is uncertain.  It is, afterall, through the compass of our beliefs about teaching and technology that we are guided (and guide our learners) through the maze of technological options and opportunities.

These statements give weight to an argument for teachers of e-Learning to be given opportunities to consider the relationship between their teaching philosophy and technology. 

If given the opportunity to reflect in their own learning space, the ‘why’ component of a philosophical standpoint will afford  teachers time to consider the (non) neutrality of technology.  Draper asserts that ‘ a philosophy of teaching and technology can be defined as a conceptual framework that embodies certain values from which we view the many aspects of education. (Zinn, 1990).

The pedagogy of teaching e-Learning has different lenses. Chandler maintains that ‘When we interact with media, we act and are acted upon, use and are used’.  (Chandler 1996). Teachers' philosophies-in-practice will imbue what is being taught and how.  Postman states, (1993) that ‘Users of technology will imprint their own values within the learning process.

Reflection upon our teaching philosophies gathers momentum when we consider Kanuka’s analogy which illustrates embedded values: “People kill people, not guns.” and then goes on to suggest “a comparable catchphrase for e-Learning might be: ‘Educators reshape education, not technologies.”   

The embedded values within e-Learning will help shape the future.   For this reason and those listed above, I consider it sound policy to provide dedicated training establishments for teachers  to meet, exchange views on their philosophy-in-practice and shape policies for the future.

Terry, A. (Ed.). (2004). The Theory and Practice of On-Line Learning: Understanding E-Learning Technologies-in-Practice Through Philosophies-in-Practice (2nd ed.). Edmonton: AU Press, Athabasca University.

Chandler, D. (1966, February). Engagement with media: Shaping and being shaped. Computer-Mediated Communication Magazine. Retrieved September 27, 2007 from
http://users.aber.ac.uk/dgc/determ.html.

Draper, J. A. (1993). Valuing what we do as practitioners. In T. Barer-Stein and J. A. Draper (Eds), The craft of teaching adults (pp. 55-67). Toronto, ON: Culture Concepts.

Postman, N. (1993). Technopoly: The surrender of culture to technology. New York: Vintage Books.

Zin, L. M. (1990). Identifying your philosophical orientation. In M. Galbraith (Ed), Adult Learning Methods (pp. 39-77). Malabar, FL: Krieger