Ms/Use of Technology

Pedagogy Oct 2016

Aimee deNoyelles ; Cecilia Rodríguez Milanés ; Kathryn Dunlap

Abstract

The purpose of this article is to share how classroom incorporation of technology with feminist pedagogy in mind both elicited and constrained learning opportunities in a large, blended class setting. Technology selection, assignment revision, and changes to teaching practices are addressed. We conclude with recommendations for teachers facing similar circumstances.

Journal: Pedagogy
Published: 2016-10-01
DOI: 10.1215/15314200-3600813
Open Access: Closed
Topics: revision

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