Pedagogy Theme: Learning Theory & the Social and Cultural Contexts of Education
Pedagogy is the relationships between the teacher and their practice, knowledge and the learner, and the engagement of these learners in their socio-political and economic context. Pedagogy is how knowledge is constructed in relationship to the learner and how the learner is engaged in the construction of this knowledge. |
- Male & Palaiologou, 2015, Pedagogical leadership in the 21st century: Evidence from the field.
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Reflecting on my journey through the MEd program at UOIT, the theories of leadership, critical digital literacy and pedagogy have shaped my classroom practice and the professional learning sessions I offer. This practical application of theory (praxis) began early in my studies and in reflection, EDUC 5001G Principles of Learning was the foundation for my growth. Completing EDUC 5001G early on in my studies would have a direct effect on every course I would take thereafter.
Before we can invest in new learning theory, we need to know where we came from. Source: https://www.youtube.com/watch?v=Xa59prZC5gA
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According to the EDUC 5001G course syllabus, the analysis of the different theories on human learning would lead to new connections within my own teaching and learning activities. The goal of the course was to develop a “richer understanding of principles that guide learning, a better sense of how to structure learning experiences for themselves and others, and a basis for thinking critically about and using digital technologies in education (Hunter, 2014). Considering how we learn, how we become productive members of society, and what influence our environment has on our behaviour, the groundwork for the rest of my MEd journey was laid.
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Standing on the giant shoulders of educational theorist giants such as behaviourists Pavlov, Skinner, Bandura, and Tolman, and cognitive/constructivists Bruner, Piaget, Dewey, Vygotsky, the true challenge of EDUC 5001G was to find new applications of learning theory to support 21st-century learning. This process would be developed in Dr. Hunter’s course Wiki (Artifact Nine); a collective, collaborative method of reporting and reflecting. This was the foundation for our ongoing development, culminating in an analysis and synthesis paper (Artifact Eight). In this context, my subtheme of Learning Theory, as a critical component of 21st-century learning, will be supported with two artifacts from EDUC 5101G.
Brian Lozenski's TEDTalk on culturally-relevant pedagogy, the core concept in EDUC 5005G. Source: https://www.youtube.com/watch?v=bX9vgD7iTqw
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The other subtheme of the Pedagogy strand is Social and Cultural Contexts. As stated by Male & Palaiologou (2015), pedagogy is how knowledge is constructed in relationship to the learner and how the learner is engaged in the construction of this knowledge. A critical component of the learning and engagement process is the socio-political and economic context that surround such learning. The eighth course in my MEd journey, Dr. Eamer’s EDUC 5005G Social and Cultural Contexts of Education would help me unpack what his meant. In all honesty, my initial reason for taking this course (other than previously having Dr. Eamer as my professor and thoroughly enjoying the experience) was merely a convenience.
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EDUC 5005G, as one of the possible ‘mandatory’ courses in the program, happened to fit my schedule. Wondering why such a course would be offered in an educational technology program, I was skeptical. How would EDUC 5005G apply to my academic and professional life? Not only did I find EDUC 5005G relevant to my studies, it consolidated many of my previous understandings of pedagogy together. One-half of the 'pedagogical coin' is the relationships between the teacher, their practice, as well as knowledge and the learner. The other half concerns how the world around the teacher and student directly influences their learning.
EDUC 5005G challenged me to think of the following questions: (1) what is my individual position in schools and in life in general, (2) what does my current practice look like in terms of my attitudes, beliefs and knowledge and, (3) what is the context of schooling in which I work and how will I improve my practice (Eamer, 2015)? Critically examining my own assumptions in relation to class, gender, sexuality, ability, ethnicity, language, culture, faith, socioeconomic status, and race, clearly one’s environment has as much to do with learning as learning theory itself.
In support of this, the second subtheme under Pedagogy: Social and Cultural Contexts is critical for my reflection of the MEd program as a whole. Artifact Ten is a presentation (with video) on how a student’s self-worth may adversely affect the learning process. Artifact Eleven is a self-reflective essay on how my life experiences have, in many ways, consolidated my present understanding of education and my (not always positive) role within it.
EDUC 5005G challenged me to think of the following questions: (1) what is my individual position in schools and in life in general, (2) what does my current practice look like in terms of my attitudes, beliefs and knowledge and, (3) what is the context of schooling in which I work and how will I improve my practice (Eamer, 2015)? Critically examining my own assumptions in relation to class, gender, sexuality, ability, ethnicity, language, culture, faith, socioeconomic status, and race, clearly one’s environment has as much to do with learning as learning theory itself.
In support of this, the second subtheme under Pedagogy: Social and Cultural Contexts is critical for my reflection of the MEd program as a whole. Artifact Ten is a presentation (with video) on how a student’s self-worth may adversely affect the learning process. Artifact Eleven is a self-reflective essay on how my life experiences have, in many ways, consolidated my present understanding of education and my (not always positive) role within it.