You Saying No to a Computer for Xmas!!!

Miranda dear, your father had this neat idea and asked you my M&M's whether you'd like a brand new desktop for Christmas. Of course Mauro asked what a desktop is because all he sees us using are laptops. But you vehemently said NO! You go, you already have a laptop and you would not want to be a computer addict. So I go, is that what Nanay is already? Of course you gave me that usual look only you can give me your Nanay. I kinda sensed why so I merely verbalized your thoughts: "So you don't like a computer because it's practically my work over the computer which takes up much of my time--and this is actually time away from you."

I assume that you daughter is quite content with having me as your teacher and you see me everyday anyways. I assume that your cousin Sam keeps you company like everything else: your books, tv time, books, video games, more books, your phone, your books, your laptop, your books, etc. I can't seem to understand your need of my company at all. Honestly, I don't even know if my company is good at all for you. You and Mauro get along at home pretty much. Your dad and you spend quality time. So what am I for?

So upon hearing me verbalize your thoughts, you kept quiet and I just had to hold you close to me....I think you tears were about to crawl out of your eyes then. It made think for a moment about my incapacities or little moments when I've failed to be just around for you and simply be.

Just the same, I went back to work. Perhaps you won't be able to understand me now and perhaps you may never will.  I rest in the idea that you are who you are and I'm glad enough I have not seen myself in you yet. It gives me a sense that you will grow up to be you, maybe a better mom to your kids in case you choose to have your own.

Now, I just tucked you in for the night. And the mood seems to be lighter so I ask, what do miss about us being together---you go ice cream---yeah our ice cream moments afterschool whenever I drive you back home and we pass by Ministop for a snack.  Then you say "Starbucks"--I treat you to a high end snack after seeing Dr Jamie. Then you say.."Japanese Food"...yups that's like Teriyaki Boy every payday.

Hmmm, makes me look back a bit....
I thought caring for you as a fulltime mom while in Aussie land when you were 3 yrs old was enough. I thought  a year of breastfeeding was good enough. I thought baking your bday cakes for the first 6 yrs of your life was quite alright.  Or driving you to Hawaiian dance lessons one summer was already fine. I should stop now as mommyhood is in fact a lifetime committment I need to remember while I still can!

These  little things you ask for shouldn't be hard to do after all. No worries then. Nanay hasn't given up on herself in becoming a better Nanay for you me love.

What THIS is NOT

Funny how my shifts in music/video over youtube are indicative of my actions in my paper writing and everything else I need to produce from my brains. I've been listening to the music of Duncan Sheik --Gabriel & Dresden remix like for a week to get report cards over and done with in my small school.  This work on report cards practically suspended  my work for  the paper I'm writing.

But now, I've just shifted to   the 80's Pretty in Pink soundtrack, all because I've managed to get back into research mode. I've done a skeleton-draft of the paper I plan to present 1.5 weeks from now at LITCON IDAC Asia in Penang. I've identified emerging themes and the task at hand is to review the transcripts and coding to get me into writing thick descriptions.

Writing the paper requires discipline and focus on my part because I need to be able to let go of unnecessary layers to my writing. This blog, again, is a way to remind me what my study is NOT about!!!

Here goes....in ALL CAPS lest I fall into the trap of writing much more than I need to:

-THIS PAPER IS NOT ENTIRELY ABOUT WIZIQ AS THE TEACHING PRESENCE I AM INVESTIGATING HAPPENS TO BE  AMONG EXEMPLARY TEACHERS AND LEARNERS

-THIS  PAPER IS NOT REALLY ABOUT EFFECTIVE ONLINE TEACHING--THAT WILL BE AN ENTIRELY A POST-STUDY THINGIE I CAN LOOK INTO LATER ON

-THIS PAPER DOES NOT HAVE TO GO DEEPLY INTO COI'S DEFINITION OF TP--IN FACT IT AIMS TO LOOK FOR ANOTHER WAY OF LOOKING AT TP

-THIS PRELIMINARY STUDY DOES NOT INTEND TO MAKE DEFINITIVE CLAIMS OF TP--IT ONLY AIMS TO INVESTIGATE EMERGING THEMES OF TP

-THIS PAPER'S VERSION SHALL NOT END WITH CERTAINTY OF WHAT TP IS...INSTEAD THE CONCLUSION SHALL END WITH AN INKLING THAT  TP MAY IN FACT ENCOMPASS SP AND CP IN THE CONTEXT OF SYCHRONOUS LIVE CLASS= TP=TEACHING AND LEARNING HAPPENING ARISING FROM DYNAMIC INTERACTIONS AMONG PARTICIPANTS OF THE CLASS--INTERACTIONS WITH CONTENT, INTERACTIONS AMONG LEARNERS, SHIFTS IN  TEACHER-LEARNER ROLES--INITIALLY TEACHER HAS THE UPPERHAND BUT AS PARTICIPANTS GO THROUGH LEARNING--THIS HOWEVER COULD BE LARGELY DEPENDENT ON THE TEACHING STYLE OF THE TEACHER

Por Dios Por Santo...now how to arrive at all these...

QR=P.O.E.M.

A helpful link to help me focus:
http://psychsoma.co.za/qualitative_inquiry_growt/ontology-epistomology-paradigm/

P-aradigm
O-ntology
E-pistemology
M-ethodological

"It is important that there is a fit between the research design and the researcher, with regard to (p. 36):



1.Paradigm—what is the basic belief system or world view of the researcher that defines the nature of her/his world, the individual's place within it and the range of p[possible relationships?


2.Ontology—what is the form and nature of reality and what is there to be known?


3.Epistemology—what is the relationship between the researcher and the would be 'knower' and what can be 'known' about it?


4.Methodological—how can the researcher go about finding out what s/he believes can be known?"


Goulding, C. 2002. Grounded Theory—a practical guide for management, business and marketing researchers. London: SAGE.

My P.O.E.M.....again and again.
P: I am here as a novice online teacher learning from exemplary online teachers at WizIQ. It is a unique perspective I would like to take because there is no other way I can view the recorded classes--I am primarily here to examine how they do online teaching therefore describe the  nature of teaching presence in these live classes. I am not here as an ESL learner nor an ordinary teacher.  I have a clear purpose to capture the online teaching happening and interpret it from the point of view of a novice online teacher.

O: What I want to know is the TP that happens in a synch platforms. What has been studied in TP is based on asynch platforms therefore I ask: What is TP like in synch platforms? 

Then hunches here after a few recordings:
Is TP just about the teacher? Why does it feel like TP-LP both among teachers and learners. Could it be that: TP-------------LP  as a range of online behaviors, actions and interactions among teachers and learners which eventually make for TP----LP in synchronous classes? TP cannot be viewed in isolation in synch classes then.

E: Why is my E similar to P?  :(

M: See my revised research proposal for the  UPOU Faculty Research Grant .