Authorising Personal History as a Technology Educator: Holding My “Selves” to Account in and Beyond Crises

In this chapter I focus on the ways in which both my practice and my identity as someone who operates within the spheres of technology and education have been challenged by the fact that I had academic leadership roles in the recent pandemic. I begin with a personal history self-study of where my knowledge about technology comes from before moving on to consider two specific sets of challenges I experienced during the pandemic. In each case, I draw from some of my earlier published work as a way of examining how new experiences caused me to revisit former conclusions. At the conclusion of this chapter, I suggest some of the new ways in which this work has encouraged me to hold my multiple “selves” to account before highlighting some of my emerging concerns about the use of technology in education.