This thesis explores how I, as a higher education educator, develop my practice in a social interactive dialogue with learners (teachers from primary, post-primary, higher education and training) on a Masters degree in Computer Applications for Education. I show my originality of mind and critical judgment in developing a pedagogy of the unique by engaging with learners, as each of us develops our own educational practice through mutual collaboration and dialogue. My pedagogy involves a dual role: myself as a learner, as I enquire into my own learning, and myself in relation to others, as I endeavour to engage them in a process of reflection and enquiry into their own educational practice using Information and communication technology. This is my pedagogy of the unique.

The first enquiry explores my role as teacher on the Masters degree in Computer Applications for Education as I engage learners in a process of developing their own multimedia curriculum artifacts that were underpinned by their own educational values, as opposed to others’ learning theories. Although the learners related to other educational theories, I enabled each one to discover and create his/her own ‘living’ educational theory. The second enquiry involves me in online dialogue with teachers as they reflect on their own emerging educational values. The third enquiry involves me in the role of supervisor as a teacher-researcher explores how he can use an online learning environment to complement his classroom based teaching.

This process of enquiry involves me in writing online learning journals of reflections, engaging in dialogue, using synchronous and asynchronous online discussion forums, videoconferencing, face-to-face discussions, conference presentations, journal articles, as I design, develop, integrate and evaluate ICT in the context of a Masters programme. The learners is involved in a similar process.

The journey has a context and a purpose, however, when I started I did not have a preset destination. The journey involved risk, courage and challenge, but I have learned that in creating my pedagogy of the unique, I can learn and grow in mutual dialogue and collaboration with others.