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If it's on the Calendar, it happens
If it’s on the calendar, it happens!
Invitation: Hayley has invited you to a meeting. Do you accept? - Yes. Maybe. No. ‘Yes, ok. I accept’. I mutter quietly. Reminder: *Bing, Bing* You have class in 8C next session starting in 10 minutes - Repeat. Close. ‘hmmmmm , so enough time for a cuppa?’ This scenario is (regrettably) an everyday occurrence for me in my practice as a secondary teacher. What is more astounding is the relationship that I share with Google Calendar who almost always knows where I am going before I do. The relationship is interchangeable and the material-economic asset blurs the boundaries for the advocacy for ownership. The calendar, in this light, is a product that enables the ecologies of practices that are inextricably linked. It is alive, responsive and adaptive as it is subject to change in real time. Due to its technological nature, these ‘blurred boundaries’ sometimes make me feel like the product that enables it to stay alive and active. Thompson (2015), uses the actor-network theory to introduce her metaphor that details the reliant relationship that humans have with the delete button that “makes things happen”. She further adds “but it does not act alone and there are already multiple ways for choreographing these practices” (2015). In the same manner, the Calendar is choreographed with the input of individuals while it also choreographs the movements of those who interact with it. While this practice is common in teaching, it is a nuance that enables other sub-practices to occur within the social-material realm. The Calendar can become an anchor to set up Sites of Emergent Learning (SEL’s) such as “catch-up’s”. Reich, Rooney and Hopwood emphasises that “SEL arise within routine work practices but refer to particular instances when professionals question, negotiate and explore their own practice and the knowledge associated with it” (2017). Catch-up’s therefore allow for the exchange of personal and professional dialogue that shapes next steps and intervention. The socio-material architecture therefore influences and shapes the day to day movements of a teacher. Reminder: Assessment due at 12pm next week. Do you accept? - Yes. No. Maybe. Is it time for that cuppa yet? Reference Reich, A., Rooney, D., & Hopwood, N. (2017). Sociomaterial perspectives on work and learning: sites of emergent learning. Journal of Workplace Learning, 29(7/8), pp.566-576. doi: https://doi.org/10.1108/JWL-05-2016-0034 Thompson, T. (2015) I ’ m deleting as fast as I can: negotiating learning practices in cyberspace, Pedagogy, Culture & Society, 20 (1), 93-112
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