Narrativizing digital pedagogy

Abstract

This article details the efficacy of utilizing narrative research methods to construct the narratives of teachers and learn more about the essence of digital pedagogy and developing a repertoire of digitally-mediated teaching practices. First, narrative methods are justified by conceptualizing pedagogy dynamically and narratively as opposed to using knowledge-based terms. Next, the dialogic nature of pedagogy is disseminated, situating teaching with technologies within authoritative and internal discourses. Then, the value of depicting a teacher’s life story in narrativizing and understanding digital pedagogical development is discussed. Sample narration from Aaron’s larger study is provided to situate and exemplify these methodological insights. To conclude, recommendations for the use of narrative methods in future research on digital pedagogy are disseminated with respect for promoting equitable and transformative digital pedagogical design.

Keywords:

• Digital pedagogy
• narrative
• methodology

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Aaron R. Gierhart

Aaron R. Gierhart, Ed.D., is an Assistant Professor in the College of Education and Health Professions at Columbus State University, teaching elementary science methods, STEM education, and contemporary elementary education issues. He currently serves as the STEM Teaching P-12 Graduate Endorsement Program Coordinator at Columbus State and hosts the seasonal Journeys of Teaching podcast. He served as an elementary classroom teacher in Illinois for 11 years. His research interests include (critical) digital pedagogy and narratives of pedagogy.

Robyn Seglem

Robyn Seglem, Ph.D., is a Professor in the School of Teaching and Learning at Illinois State University, teaching content literacy, language arts methods, and educational technology. She has served as a co-director of the Flint Hills Writing Project, an affiliate with the National Writing Project, and is a nationally board certified teacher. Robyn worked with a team of ELA educators to recently revise and update the standards for English and Language Arts for the National Board for Professional Teaching Standards. She taught language arts for nine years in the middle school and high school classroom.