A SocioCybernetic Approach to Pedagogical Systems

The ways in which information and communication technologies are influencing educational systems is the subject of discussion from a number of directions including educational practice, education theory and educational technology, as well as from general commentators. Underlying any discussion is the question of the level of change that is being engendered by these technologies. It is argued here that whatever changes have occurred constitute qualitative shifts in the nature of educational delivery and pedagogy per se. These significant qualitative changes are generating debate and are influencing theory development on a scale that is unprecedented in education. The conventional thinking about education had its beginnings in the traditional classroom and yet there is a tendency for this conventional thinking to form the backbone of explanation within the changing environment. It is further argued that an alternative approach to educational thinking is needed that is able to deal with change in a coherent way. An approach is outlined that is derived from Sociotechnical Systems Theory and is called SocioCybernetic in recognition of the fundamental role of ICT rather than technology per se. All of these factors are seen to be important in defining the way in which education and information technology should combine in order to maximise developmental potential rather than following along behind technology. A thorough analysis of this changing educational system also points to the need to formally evolve a new class of education-ICT professional who have the professional skills allowing them to cover ICT and education at significant depth.