unique persons, or numbers

i believe there is no absolute answer to this, but it is a common argument between qualitative vs. quantitative researchers in the field of education. was reading Chapter 17 on Case Study, and saw the following sentence:

“…in the study of human affairs, there appears to exist only context-dependent knowledge, which thus presently rules out the possibility for social science to emulate natural science in developing epstemic theory, that is, theory that is explanatory and predictive.” (Bent Flyvbjerg, 2011, p.302)

source: Flyvbjerg, B. (2011). Case study. In Denzin, N. K., & Lincoln, Y. S. (Eds.), The SAGE handbook of qualitative research (4th ed., pp. 301-316). Thousand Oaks, CA: SAGE Publications.

this view basically represents my (world)view of our learners, as a teacher and teacher educator. every person has an unique sociocultural-historical background. while our individual experiences may overlap, it is unique from person-to-person, either as a learner or as a person. we are not factory products that can be standardised nor serial-numbered. in short, claiming representations or meanings in numbers where learners are concerned, is probably short of the full-er story.

story photo
(acknowledgement: photo by pompi)

learning abt TPACK

ps msged me to say that teachers in the school will be learning abt TPACK tmr (thus replacing our original session to discuss AfL). he wanted to design some post-learning activities in edmodo. i suggested asking teachers to post on “我觉得TPACK…”, and if they needed reference, he could refer teachers to read the Chinese article we have written 1+ year back. alternatively, go back to the original paper: Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.

hope the teachers have a good time “downloading” contents from the MKOs. 学习愉快 (:


"当你思考科技与教学的关系时,无论是想选择某项科技、介入某个平台,只要你从学生学习的角度出发,怎么学如何学,或作’学习本位’(cf.教本位), 就不会差太远了。" (Tan, 2017)

to cite, if anyone is ever going to do that (:
Tan, Y. H. (2017). 当你思考科技与教学的关系时. Edublog.NET – A Singaporean Teacher’s Storeroom. Retrieved from http://edublog.net/wp/2017/01/21/%e5%bd%93%e4%bd%a0%e6%80%9d%e8%80%83%e7%a7%91%e6%8a%80%e4%b8%8e%e6%95%99%e5%ad%a6%e7%9a%84%e5%85%b3%e7%b3%bb%e6%97%b6/

the starfish story

the starfish story, aka Sara and the Starfish, was an adaptation of Loren Eiseley’s work. an adaptation via goodreads.com is as follows:

“Once upon a time, there was a wise man who used to go to the ocean to do his writing. He had a habit of walking on the beach before he began his work.

One day, as he was walking along the shore, he looked down the beach and saw a human figure moving like a dancer. He smiled to himself at the thought of someone who would dance to the day, and so, he walked faster to catch up.

As he got closer, he noticed that the figure was that of a young man, and that what he was doing was not dancing at all. The young man was reaching down to the shore, picking up small objects, and throwing them into the ocean.

He came closer still and called out “Good morning! May I ask what it is that you are doing?”

The young man paused, looked up, and replied “Throwing starfish into the ocean.”

“I must ask, then, why are you throwing starfish into the ocean?” asked the somewhat startled wise man.

To this, the young man replied, “The sun is up and the tide is going out. If I don’t throw them in, they’ll die.”

Upon hearing this, the wise man commented, “But, young man, do you not realize that there are miles and miles of beach and there are starfish all along every mile? You can’t possibly make a difference!”

At this, the young man bent down, picked up yet another starfish, and threw it into the ocean. As it met the water, he said,

“It made a difference for that one.”

160511-starfish_David Quitoriano
(photo credit: David Quitoriano)