Reflections on reflection

This module comes at an interesting time for me. It's the last module of the Certificate course for me and I'm lucky to have left this until last.  It's interesting to reflect on my practice having been exposed first to the theory.  The reflection in essence poses the question: You can talk the talk. But do you actually walk the walk? 

My teaching practice is so tied up with technology and the Internet that any reflection is inevitably going to deal with the role that technology plays in my teaching, and the extent to which it, for better and worse, shapes it.

Reflection as evidenced by teaching portfolio has become a widely used method of improving teaching practice and also demonstrating competence as part of teacher accreditation.  In these instances the audience for the reflection is limited to the practicioner and the accreditors.  I have encountered no examples where the audience for the reflection is so wide as to include the general public.  I think it would be interesting to explore the question of whether reflection can take place in public.   Does reflection in public differ from private or collegial reflection?

In terms of  artifacts, data, and evidence I have an embarrassment of riches.  I began using the Internet for teaching in 1996 and began recording classes and putting them online in 2001.  So I have plenty of data that I could use to analyze my development in the intervening years.  More interesting, however, is the extent to which making the recordings of my classes available publicly has altered the nature of them.  And how even the recording of them, may have constrained them.  Does the possibility of public scrutiny alter them from the outset?

Like many an alleged constructionist, I may well be reaching for the switch on the Skinner box, without even realising it.  It will be interesting to contrast the theories, and my intent to apply them, with my actual conduct in the classroom.