Paradigm Transitions in Education

Introduction - professional context

For this part I will look to investigate the change to paperless education to coincide with the opening of a fresh sixth form centre. Alongside the study question I am going to look into the relevant epistemological, ontological and methodological paradigms and exactly how they impact my professional practice. In this piece I am hoping the reflexly consider my own experience, my Habitus (Bourdieu, 1993) and exactly how this has afflicted the decisions made in the pursuit of this goal to be paperless.

I been employed by with education going back 11 years getting the predominant portion of, my profession being in the supplementary education sector. I was lately appointed to the position of Head of Deeside Sixth form centre, which is a completely new Ј15 million build the improve the provision of any levels for North Wales and beyond. The building is a XXX square ft which is part of Coleg Cambria, which is one of the greatest Universities in Wales with some 20, 000 students.

The new role hasn't only improved my zoom lens in conditions of sector, with a move from secondary to help expand, but also significantly transformed my role within the organistion, by moving from a posture of middle management to older management. This has challenged my epistemology of An even provision, specifically within the field of preparing students for positive progression to job or university.

With the building of this new Sixth form centre, I made the claim that we would have 'trimming border IT facilities' (Deeside Sixth Website), and this offered me the perfect chance to make large investment in ILT (information for learning systems). The centre experienced a huge budget than it facilities with some 800 log-ins surrounding the building. Because of the top investment I could look at means of expanding pedagogy to best suit 21st century education. This large investment in conjunction with the overarching drive to be more lasting as a college, made me check out the options of lowering paper use.

In order to allow this reduction in paper use and to prepare current An even students for future occupation and education, as a new Sixth form centre I have made a decision to make a transition from a paper centered curriculum to an electronic curriculum, making use of Goolge as a learning program including google class room as a VLE, thus allowing online work distribution, marking and opinions. This will best prepare students for university, where their studies will be typically determined by this format and an employment world, which is under swift change and has a growing reliance on technology.

As brain of a whole new sixth form centre this decision has dropped solely with me at night and during the planning phase there's been no staff proposal or student tone of voice, due to not having a staff team or college student body during the planning phase. To permit retrospective planning and ensure clean future change this piece can look at personnel and student view of the change to paperless and outline level for further progress to the 'Holy Grail' of paperless education.


Having result from a natural technology background the thought of paradigms is a novel idea, which has made me struggle my own thoughts and emotions about epistemology and the way the phenomenology as opposed the the cartesian viewpoint may be more relevant to the interpersonal world of a school or college or university.

To focus on a definition of a paradigm, Oxford Dictionary identifies it as 'a world view root the ideas and strategy of a specific scientific subject matter'. A far more grounded information would be just a opinion system that moulds the way we think and work about all aspects of life.

Upon commencement of this unit I used to be confronted with the philosophical viewpoint that "There is absolutely no such thing as total truth and utter falsehood. (Rowland, H, 1899), which caused some dissonance in my own understanding of the world. Previously, the thought of my research slipping into a certain ontological perspective other than positivist looked like absurd, however upon making my way through a few of the many philosophical views and methods within the region of educational research, my 'zoom lens' has widened and allowed me to adopt some of these ideas and their application in the cultural setting.

The term "paradigm', which can largely be derived from the task of Kuhn (and his book 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) needs the thought 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 recognize the advantages and applications of the interpretivist paradigm. This paradigm transfer, would show strength for the work of Kuhn, Kuhn argues that changes in paradigm is brought about by a "group of peaceful interludes punctuated by intellectually violent revolutions", and in those revolutions "one conceptual world view is changed by another". (Kuhn, T 1962). I don't feel I am able to fully move away from the positivist paradigm, but I feel my 'Zoom lens' has significantly changed.

As earlier mentioned, my natural science background has generally ingrained the positivist paradigm with my outlook which has embedded in my professional practice. Positivism can be an epistemological standpoint that looks for experimental screening, where managing bias and the value of subjectivity is essential. Ledoux (2002, p. 34) defines natural sciences as "disciplines that offer only with natural situations (i. e. self-employed and dependent factors in mother nature) using medical methods". Regarding to work Bјchel (1992), the birth of natural knowledge was initated by those who questioned earlier explanations about the globe and wanted organized / scientific methods for research.

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