The final archetypal matrix category is The Professor or Pride. Instances in this category focus on participants taking pride in their own development, particularly with respect to their increasing skills or knowledge. There is also some evidence of
MY JOURNAL 21/02
but still I was amazed at the number of teachers who didn’t get what ‘online learning’ was. Even so some have grabbed it with both hands and run with it.
pride in the development of the ability to self-direct but, given that this has emerged as a significant issue, evidence in this area is limited.
5.2.13.1. Technology
With the low technology knowledge base of the participants in both years, it was wonderful to see the way some participants took to computers and the Internet, usually after completing modules 1A and 1B - the technology modules. Libby, one of our technology ‘newbies’ in the first year became extremely comfortable over the six month FLOTE period, and would often mention a relevant site she had found during the module, or reflect on her own understandings and how she herself had changed.
I am still working on 3A and games. I am really getting the hang of this… I realise that there are lots of ways or paths to
information on the computer and some paths suit learners better than others.
At the end of the Internet module (1A), Gay, another participant from the first year who had described herself as an occasional user of technology, was delighted at how much more comfortable she was with technology. Her pride is evident in her ejournal.
Wow what an experience I have had in exploring all that is possible with the use of the Internet. In order to reflect on the skills that I have now acquired in completing this module I must say it has made me realise just how efficient and informative my role as a facilitator can be.
Olive, another technology ‘newbie’ from the first year, and one of the older participants, also benefited. She talks about her increasing skills both in using the FLOTE site and in applying the skills learnt. In her ejournal for 1A, she reflects with
pride on her ability to use the Internet and, particularly in her new capacity to download material to her computer.
Boy am I improving on the search thing. I am learning when to discard and when not to linger - both very valuable timesavers. For this next module I am currently down loading a sample, so I’ m sure you’ll all be pleased Olive finally has the confidence to down load something!
5.2.13.2. Languages Pedagogy
Many participants were delighted at their grasp of the content and, especially with regard to its relevance in their own classroom teaching and learning. Konrad, who had been slow to start the program, describes the impact of FLOTE on his second
language teaching.
konrad: The more I look into this course, the more I reflect on what I have been missing in my teaching by not having specific Lote teaching, as opposed to learning the basics of the language. I do actually feel I'm getting something out of it.
For Amellie it was coming to grips with the theoretical perspectives included in the Second Language Acquisition (2A) module that filled her with pride. She found the module so useful that she wanted to retain her ejournal for future reference to inform her thinking about her teaching.
At the beginning of this module many of those terms meant little or nothing. I am now confident with my understanding as well as learning a number of other terms. I may have to keep referring back to my journal, but that it was it is for. An interesting module that kept me busy and lots of reading but I have a better
knowledge and understanding of SLA and SLT.
A reflection of pride in their achievements was certainly evident in participant discussions of second language acquisition and second language teaching.
5.2.13.3. Self Direction
The majority of FLOTE participants found their ability to self-direct was seriously lacking, and this has been discussed in previous sections of this chapter. Data
pertaining to instances of growing capacity in this area are extremely limited. Roberta comments on being able to work at her own pace.
roberta: i am finding FLOTE to be such a great way to study hadithi: glad to hear it. What is it that suits you so well?
roberta: it is the first time i have ever done on-line learning as, i have always done face to face. i like that you can work through at your own pace and the info and the system is user friendly.
tracey: thats great to hear.
In a later chat, Roberta expresses her delight at how well she has managed her time and workload.
hadithi: so starting to feel as if it is all very manageable roberta?
roberta: yes hadithi tracey: great!
hadithi: excellent stuff - you have paced yourself well and it has worked!!
roberta: yes, i am glad i have stuck to a time line tracey: always makes things so much easier
hadithi: yes that is so important - wish others had done the same
Bradley also comments in managing his workload.
Bradley: I think I can now see the light at the end of the tunnel.
Only a few m
ods to go. well, I hope it's a light and not a mirage.
hadithi: i hope its a big brightlight
Other references to participants and pride in self-direction are rare.