Technology and teacher education through narrative: Storytelling and the importance of teliographies

Abstract

There has been a tremendous resurgence of interest in narrative in many fields and disciplines. Behind this concept of narrative is the idea that the story form is a fundamental structure of mind and an activity we humans use to make meaning of experience. One demand we face as researchers and educators is to learn more about the role of narrative in teaching and learning. This study documents one case of an instructor teaching technology through narrative, or a "storied" curriculum. Evidence from this study suggests that teachers wanting to use a narrative approach must: a) create a space for the sharing of stories; b) support students in their development of a teliography; and c) develop ways to document and evaluate the reshaping of original stories. Even without a storied curriculum, teachers must begin to understand both the role of student as "story developer" and the fluidity of the story as "process."