Bricoleur
The French anthropologist Claude Levi-Strauss developed the concept of the bricolage in 1960 to describe a human who adopts a particular approach to framing problems, solving problems and learning. Others have adopted the concept, and applied it to thinking about how to approach the use of information technology in schools. In my experience, being a bricoleur is helpful (even necessary) for those who hope to become confident and competent users of technology.
Wikipedia is a good starting point for defining new terms, so I start with that definition of bricoler: It is borrowed from the French word bricolage, from the verb bricoler – the core meaning in French being, “fiddle, tinker” and, by extension, “make creative and resourceful use of whatever materials are to hand (regardless of their original purpose).”
How Does Recognize a Briceleur?
Applied to the education and information technology in education, a bricoleur is one who plays around with the computers that are made available in the school to develop the ability to use the devices for educationally sound purposes.
- The bricoleur does not rely on the manual or instructions.
- The bricoleur attempts task with little care about whether or not the project is a success.
- The bricoleur understand computers are only computers and there is nothing that cannot be fixed.
- The bricoleur changes the focus of his or her inquiry… rather than asking “how to I…?” the focus becomes “what can I do with…?”
How Does One Become a Briceleur?
Many find the transition form whatever they are currently to a bricoleur to be difficult: it requires time (and educators have too little time as it is) and it requires one to spend time playing with technology (and many educators find that to be stressful).
Profit to the Bricoleur
When first learning to use information technology, many observe tasks completed using the computer take longer than completing the same task without the computer. This observation is usually true, and it causes many to quit before learning to use the computer with any skill and confidence. Imagine when your were learning to drive and quitting because you decided it was far easier to walk to your friends house than taking the time, energy, and expense of obtaining a car, a license, and learning to drive well.
The bricoleur will understand two things: First, the bricoleur learns to use one piece of software by learning to use all pieces of software (just like the driver learns to drive one car by learning to drive others). The bricoleur finds similarities between software and computers interfaces and understands certain functions are built into all software. Second, the bricoleur learns there are technology tools and that the correct choice will in many cases determine his or her success using the technology to complete any tasks (just like the drier decides to use a pickup truck rather than a sports car when helping a friend move furniture). The bricoleur also realizes there are situations in which the correct technology is no technology (or more correctly a primitive technology– such as a pencil and paper).
Once one becomes a bricoleur, technology will become less threatening and the effort required to learn new technology will be less than that required to learn technology currently.
The work of becoming a bricoleur is activation energy; one invests in himself or herself and further attempts to use technology will be easier and quicker. Once one becomes a bricoleur, the much-touted benefits of using technology and the work and time savings.