Review by: Hasanbegovic, Jasmina (2004-07-22)

In this article a theory of pedagogical praxis is proposed to support the relationship between activity and learning in the context of technology enhanced professional learning practices. Pedagogical praxis such as architecture, mediation, and journalism investigates the nature of learning and its relationship to the central cultural, social, and economic practices of the post- industrial era. This theory emphasises the importance of computers and information technology which under the right conditions can make it easier for students to become active participants in meaningful projects and practices in the life of their community.

As pedagogical praxis sets out an ambitious agenda of research and reform, this article describes the basic theoretical claims of pedagogical praxis based on Dewey’s ideas of linking school and society and Schon’s work on reflective practice.The processes of professional training are designed to link praxis and epistemology through pedagogical activity. Thus, pedagogical praxis takes a learning practices perspective using the ways in which professionals are trained as a model for learning environments. Furthermore, challenges in educational design from the perspective of professional learning practices are explained.

The model of pedagogical praxis is supposed to uncover the principles embedded in existing learning practices, to develop technologies to help students participate in these practices, and then to create experimental learning environments designed to develop life skills through participation in a community of practice.

The experimental methods that explore the basic claims of pedagogical praxis are explained and underlined through three example projects of how this process unfolds. The results of this process in action show how collectively these projects explore the effectiveness of professional practices as models for the development of technology- rich learning environments for middle and high school students.

The goal of this article is to describe the role of technology as a bridge that allows young people to participate in the learning practices of professionals. Therefore, the article describes theoretical claims of a new concept of pedagogical praxis and clarifies the issues that the theory raises. As mentioned, the aim is not to validate the explained claims. Therefore, research on the theory of pedagogical praxis needs to show that professional practices have distinctive norms, that these norms can be internalized through participation in the learning practices of the professions, and that these norms can then be applied in other contexts. Much more, it gives insight into how technology enhanced learning practices can successfully inform the development of compelling school-based and after-school learning environments to make students learn to work as professionals and not to be trained in the traditional sense of a passive vocational education.