Combining a narrative approach with portraiture and theoretically framed by reconceptualism and critical digital pedagogy, this study explores participants’ beliefs about and experiences using information and communication technologies (ICT) for learning. It also explores participants’ understanding of digital learning as essential to educational equity in a postdigital society. Participants were secondary teachers serving socio-economically marginalized Black and Latinx students across four public high schools in Chicago. Through a series of semi-structured interviews each constructed a version of their digital curricular autobiography (currere). Through this reflection, participants recalled their own experiences being excluded from learning which contributed to their present digital pedagogical practices and helped form their equity stances. Participants’ past experiences and present practices were also linked to concerns for students’ future post-secondary success. The currere method fostered reflexivity among the participants. The currere method itself was an engine which produced data for analysis. The method allowed participants to connect their curricular past to their pedagogical present, evaluate their practice, make connections between their practice and questions of digital equity for their students, and relate more closely to their students empathetically and pedagogically.
","abstract_html":"<p>Combining a narrative approach with portraiture and theoretically framed by reconceptualism and critical digital pedagogy, this study explores participants’ beliefs about and experiences using information and communication technologies (ICT) for learning. It also explores participants’ understanding of digital learning as essential to educational equity in a postdigital society. Participants were secondary teachers serving socio-economically marginalized Black and Latinx students across four public high schools in Chicago. Through a series of semi-structured interviews each constructed a version of their digital curricular autobiography (<em>currere</em>). Through this reflection, participants recalled their own experiences being excluded from learning which contributed to their present digital pedagogical practices and helped form their equity stances. Participants’ past experiences and present practices were also linked to concerns for students’ future post-secondary success. The <em>currere</em> method fostered reflexivity among the participants. The <em>currere</em> method itself was an engine which produced data for analysis. The method allowed participants to connect their curricular past to their pedagogical present, evaluate their practice, make connections between their practice and questions of digital equity for their students, and relate more closely to their students empathetically and pedagogically.</p>","abstract_has_math":false,"creators":["vanDyke, Douglas S."],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Curriculum, Advocacy, and Policy","degree_department":null,"school":null,"contributors":["Angela Elkordy","Todd Price","Gloria McDaniel-Hall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-06-01T07:00:00Z","date_published":"2024-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:20Z","subjects":["reconceptualism","currere","critical digital pedagogy","information and communication technologies","ICT","educational equity","Curriculum and Instruction"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/828","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Angela Elkordy","Todd Price","Gloria McDaniel-Hall"]},{"key":"dc:creator","label":"Author","values":["vanDyke, Douglas S."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-06-05T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Curriculum, Advocacy, and Policy"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["reconceptualism","currere","critical digital pedagogy","information and communication technologies","ICT","educational equity","Curriculum and Instruction"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/828"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Combining a narrative approach with portraiture and theoretically framed by reconceptualism and critical digital pedagogy, this study explores participants’ beliefs about and experiences using information and communication technologies (ICT) for learning. It also explores participants’ understanding of digital learning as essential to educational equity in a postdigital society. Participants were secondary teachers serving socio-economically marginalized Black and Latinx students across four public high schools in Chicago. Through a series of semi-structured interviews each constructed a version of their digital curricular autobiography (currere). Through this reflection, participants recalled their own experiences being excluded from learning which contributed to their present digital pedagogical practices and helped form their equity stances. Participants’ past experiences and present practices were also linked to concerns for students’ future post-secondary success. The currere method fostered reflexivity among the participants. The currere method itself was an engine which produced data for analysis. The method allowed participants to connect their curricular past to their pedagogical present, evaluate their practice, make connections between their practice and questions of digital equity for their students, and relate more closely to their students empathetically and pedagogically.
"]},{"key":"dc:title","label":"Title","values":["Exploring Secondary Teachers' Digital Curricular Autobiographies As A Path Towards Digital Equity: A Currere Journey"]}]}],"canonical_facts":{"dc:contributor":["Angela Elkordy","Todd Price","Gloria McDaniel-Hall"],"dc:creator":["vanDyke, Douglas S."],"dc:date.available":["2026-06-05T07:00:00Z"],"dc:description.abstract":["Combining a narrative approach with portraiture and theoretically framed by reconceptualism and critical digital pedagogy, this study explores participants’ beliefs about and experiences using information and communication technologies (ICT) for learning. It also explores participants’ understanding of digital learning as essential to educational equity in a postdigital society. Participants were secondary teachers serving socio-economically marginalized Black and Latinx students across four public high schools in Chicago. Through a series of semi-structured interviews each constructed a version of their digital curricular autobiography (currere). Through this reflection, participants recalled their own experiences being excluded from learning which contributed to their present digital pedagogical practices and helped form their equity stances. Participants’ past experiences and present practices were also linked to concerns for students’ future post-secondary success. The currere method fostered reflexivity among the participants. The currere method itself was an engine which produced data for analysis. The method allowed participants to connect their curricular past to their pedagogical present, evaluate their practice, make connections between their practice and questions of digital equity for their students, and relate more closely to their students empathetically and pedagogically.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/828"],"dc:subject":["reconceptualism","currere","critical digital pedagogy","information and communication technologies","ICT","educational equity","Curriculum and Instruction"],"dc:title":["Exploring Secondary Teachers' Digital Curricular Autobiographies As A Path Towards Digital Equity: A Currere Journey"],"thesis:degree_discipline":["Curriculum, Advocacy, and Policy"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:20Z"}