1.  In implementing pedagogy each step involves internal action as outlined in Popper's proposition. As leaders and managers of learning teachers (and learners) are confronted with the central problems of what to do and how to do it at each step of the pedagogical process. Indeed all leadership and management involves theoretical based decision making to a greater or lesser degree. 

Having achieved a step in the pedagogical process the teacher is then confronted with equivalent with similar central problems at the  next step.

2.  Incorporating ICT into learning activities raises similar central questions in relation to the arrangement, operation and troubleshooting of the technology itself. The use of the technology will present problems (P) about which the users may formulate a tentative theory (TT) and by various actions the user may eliminate errors in the tentative theory and thus take an appropriate course of action to eliminate the problem, ideally making technology available, or adjusting the intended use of the technology to one that can be successful.

Popper and Action Learning 

Popper's tetradic: P1->TT->EE->P2 and the notions of action learning can be reconciled as follows: 

Action learning is comprised of programmed knowledge (P), questioning insight (Q) and action and experience (A/E)

1. Problems (P1) arise in our experience (inner or external)

2. Tentative theories (TT) are developed by questioning insight to explain and/or respond to these problems

3a. Error elimination (EE) is achieved by further action and questioning insight giving rise initially to some previously unforseen problems (Pn) as well as 

3b.  Improved theory (programmed knowledge containing fewer errors than the original tentative theory) which can be applied to future action (and experience). 

4. The resultant knowledge may give rise to new possible actions and experiences which in turn lead to new and richer problems 

Thus Popper's tetradic and Action learning are useful in elaborating each other.

Knowledge and this Research Project

In terms of the above, the focus of the this research project is to better understand how teachers (and their schools) solve problems related to the incorporation of ICT into class programs, that is, how teachers 

• Take an exiting problem (identify and articulate = have knowledge of) P1 related to the use of ICT in class programs and 
• Develop some tentative theory TT about its possible solution
• Eliminate errors EE from this tentative theory in order to...
• Achieve an outcome that is effectively a solution to the initial problem and the basis for an improved problem (P2).

See also paradigms and transformation.