Beyond the technical apparatus: Identity, connections, and the use of “Autonarrativas virtuales” Virtual Autonarratives

Iliana Alanis, Margarita Machado-Casas, Elsa Ruiz


The rapid technological changes that have occurred in recent years have become critical for the academic and professional success of novice teachers.  This study illuminates the use of digital autonarratives as social transformative pedagogy. The process of telling ones’ story—the process of defining and redefining self as teacher through the medium of technology—documents the creation of a bilingual 21st century teacher. Findings indicate the need for preservice teachers to engage in technologically mediated learning as they develop a practical understanding of technology integration. The goals of this research lend additional insight into the direction that teacher preparation programs must take to better serve bilingual teacher candidates in their educational journey to become technologically competent teachers who are prepared to meet the needs of an increasingly culturally and linguistically diverse school-age population.


teacher education; technology and instruction

Full Text: PDF


  • There are currently no refbacks.

Comments on this article

View all comments

The NABE Journal of Research and Practice is a publication of the National Association for Bilingual Education in association with the Northern Arizona University College of Education.  For more information, visit About the journal.

The author(s) of each article appearing in this Journal is/are solely responsible for the content thereof; the publication of an article shall not constitute or be deemed to constitute any representation by the Editors, the National Association of Bilingual Education, or Northern Arizona University that the data presented therein are correct or sufficient to support the conclusions reached or that the experiment design or methodology is adequate.