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

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