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Autoethnography as a research method for educational technology: a reflective discourse

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Abstract

The aim of this paper was to explore the use of autoethnography methodology, a non-traditional and reflective approach, in educational technology research. Autoethnography involves a critical analysis of personal experiences and stories being positioned within the larger cultural, political, and social context. Following an overview of the origin and development of autoethnography as empirical research, the authors discuss autoethnography in the context of educational technology research by considering its epistemological and methodological issues. In this paper, the authors also consider autoethnography and its relationship to other qualitative research approaches. Essential components and summarized evaluation criteria for novice autoethnographers are shared. Lastly, the paper reflects on the potential benefits as well as the challenges that those writing an autoethnography will inevitably face. There is a need for autoethnography research in our field to reveal voices hidden in mainstream educational technology research.

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Authors and Affiliations

  1. Wilkes University, 84 W. South Street, Wilkes Barre, PA, 18766, USA

    Jin Mao

  2. The University of Tennessee, Knoxville, Knoxville, TN, 37996, USA

    Enilda Romero-Hall

  3. The University of Georgia, 200 Longleaf Dr., Rome, GA, 30165-1273, USA

    Thomas C. Reeves

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  1. Jin Mao
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  2. Enilda Romero-Hall
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Mao, J., Romero-Hall, E. & Reeves, T.C. Autoethnography as a research method for educational technology: a reflective discourse. Education Tech Research Dev (2023). https://doi.org/10.1007/s11423-023-10281-6

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