Paradigm Transitions in Education

Paradigm Transitions in Education excogitation original contextFor this piece I provide experience to look into the transition to paperless genteelness to coincide with the opening of a new one-sixth phase centre. Alongside the research question I will look into the relevant epistemological, ontological and methodological mental images and how they influence my professional practice. During this piece I hope the reflexly look into my personal experience, my Habitus (Bourdieu, 1993) and how this has affected the determinations make in the pursuit of this goal to become paperless.I have creamed with education for the last 11 years having the predominant section of ,my career macrocosm in the secondary education sector. I was recently appointed to the localization of Head of Deeside sixth form centre, which is a brand new 15 million build the enhance the provision of A levels for North Wales and beyond. The create is a XXX square feet and is part of Coleg Cambria, which i s one of the capaciousst Colleges in Wales with well-nigh 20,000 students.The new berth has not only changed my lens in term of sector, with a move from secondary to further, but also signifi lowlifetly changed my role within the organistion, by moving from a position of middle watchfulness to senior management. This has challenged my epistemology of A level provision, specifically within the field of preparing students for arbitrary progression to employment or university.With the building of this new 6th form centre, I do the claim that we would have cutting edge IT facilities (Deeside Sixth Website), and this gave me the perfect opportunity to make large investiture in ILT (information for acquire technologies). The centre had a large budget of IT facilities with somewhat 800 log-ins around the building. Beca employment of the large investment I was able to look at ways of evolution pedagogy to best suit 21st century education. This large investment coupled with the o verarching drive to become more sustainable as a college, made me look into the options of reducing paper use.In order to spare this reduction in paper use and to prepare current A level students for future employment and education, as a new Sixth form centre I have decided to make a transition from a paper based curriculum to an electronic curriculum, which makes use of Goolge as a learning platform including google classroom as a VLE, thus allowing online work submission, marking and feedback. This should best prepare students for university, where their studies will be by and large dependant on this format and an employment creative activity, which is under fast change and has a growing reliance on technology.As target of a brand new sixth form centre this decision has fell solely with me and during the planning phase there has been no ply engagement or student voice, due to not having a module team or student body during the planning phase. To allow ex post facto planning and ensure smooth future transition this piece will look at staff and student opinion of the transition to paperless and muster in stage for further progress to the Holy Grail of paperless education.ParadigmsHaving come from a instinctive science background the desire of paradigms is a novel idea, which has made me challenge my own thoughts and feelings almost epistemology and how the phenomenology as opposed the the cartesian school of thought may be more applicable to the social world of a school or college.To start with a definition of a paradigm, Oxford lexicon defines it as a world view underlying the theories and methodology of a particular scientific subject. A more grounded description would be exclusively a belief system that moulds the way we think and act nearly all aspects of life.Upon commencement of this unit I was faced with the philosophical rack that There is no such thing as absolute accuracy and absolute falsehood. (Rowland, H, 1899), which brought abou t some dissonance in my understanding of the world. Previously, the idea of my research falling into a certain ontological perspective new(prenominal) than positivist seemed absurd, however upon making my way through some of the many philosophical opinions and approaches within the area of educational research, my lens has widened and allowed me to embrace some of these theories and their application in the social setting.The term paradigm, which can largely be derived from the work of Kuhn (and hisbook The Structure of Scientific Revolutions published in 1962) and can broadly be described as the ways in research be investigated and interpreted. Further work by Patton (1978) in Sparkes (Ed.) (1992, p.11) takes the idea of a paradigm a step further and refers to it as a world view. This world view has shifted throughout the progression of this unit to acknowledge the strengths and applications of the interpretivist paradigm. This paradigm shift, would show strength for the work of Kuhn, Kuhn argues that changes in paradigm is brought about by a series of peaceful interludes punctuated by intellectually violent revolutions, and in those revolutions one conceptual world view is replaced by another. (Kuhn, T 1962). I dont feel I am in a position to amply move away from the positivist paradigm, but I feel my genus Lens has significantly altered.As previously mentioned, my natural science background has largely ingrained the positivist paradigm with my outlook and this has embedded in my professional practice. Positivism is an epistemological standpoint that looks for experimental testing , where controlling stroke and the importance of subjectivity is vital. Ledoux (2002, p. 34) defines natural sciences as disciplines that deal only with natural events (i.e. independent and dependent variables in nature) using scientific methods. According to work Bchel (1992), the birth of natural science was initated by those who questioned earlier explanations about the wor ld and wanted systematic / scientific methods for research.