[Phenomenology] Journal #1

1. Dictionary:

(1) Bridling:
     According to Dahlberg (2006), bridling is "a process in which researcher takes an open stance, scrutinizes his or her involvement with the phenomenon, and continually reflects upon how meaning 'come to be' in the research act" (Vogle, 2009, p.586). "Bridling means an open and alert attitude of activity waiting for the phenomenon to show up and display itself within the relationship with the researcher as a hunter of meaning (emphasis added, Dahlberg, 2008, p. 130). Comparing to the word "bracketing" which frequently used in other literature of phenomenology, "bridling has a more positive tone... as it aims to direct the energy into the open and respectful attitude that allows the phenomenon to present itself" (Dahlberg, 2008, p. 130). For me, bridling is an action art toward the meaning during phenomenological investigation. The researchers need to always stay alert, and carefully control the route to the direction they want to be.

(2) Intentionality:
      "Intentionality refers to the relationship between a person and the object or events of his/her experience, or more simply, one's directed awareness of an object or event" (Dahlberg, 2008, p. 47). "[I]ntentionality marks the in-between spaces between subjects and the world and is that which links us, as humans, with the world we experience. In phenomenological research, the researcher is always, already in an intentional relationship with the phenomenon under investigation... therefore, the researcher can never decide to invoke intentionality nor escape it" (Vogle, 2009, p.586). The intentionality in not about one's "purpose"to do anything, instead, it reveals the linkages that how one aware of his/her surrounding objects or events.   


2. Bridling: 


"Why K-12 teachers don't use technology when they are teaching?"


    As a former K-12 teacher and a Ph.D students in learning technology, I always curious about this particular phenomenon.  First of all, we need to understand their motivation of not using technology while they are teaching. My assumption is, the phenomenon "don't use" could be derived from two reasons: 1) They don't want to use; and 2) They are afraid to use. The don't want to/ afraid to theme drives me to investigate more about the hidden meaning under this phenomenon.


Based on my pre-understanding, there are some barriers that prohibit teachers integrate technology in their classroom. It may include: time, belief, access, professional development, and culture. Among these barriers, I think "teachers belief" may be one of the reason for teachers' reluctant to use technology that falls in the don't want to theme. Then I ask myself "What kinds of belief that may influence teachers' attitude," after searching for the literature and my observation, I found out that this belief could be categorize into "their pedagogical belief" and "their belief in technology." If teachers hold their beliefs that  technology is not beneficial for teaching and learning, they may "don't want to" use technology during their teaching. Similarly, if teachers don't believe technology itself, or even more, "hate" the technology, they may "don't want to" use technology in their classroom. People's belief system is complicated, my pre-understanding tell me that it may related to people prior experience. Therefore, to understand how teachers' former experiences of using technology and their belief may help me know more about the meaning in this phenomenon.


With the fast growing of technology today. Some teachers don't use technology in the classroom is not because they don't believe technology itself or the potential of technology can enhance teaching and leaning, they just "afraid to use" technology in the classroom. I'm wondering about why this phenomenon is prevalent in the K-12 school even though some schools has the newest technology device (i.e., iPad, Smartboard). This "afraid to use" phenomenon can be due to the reasons that 1) they don't know how to use, and 2) they are afraid of the failure when they use. The "don't know how to use" could be related to their lacking of technological-pedagogical knowledge. The "afraid of the failure when they use" show some problems related to self-confident. These two conditions may be related to institutional supports and teacher's professional development.