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This study asks how we as university teachers are affected by encounters with technological teaching tools.   “Encounters” are defined as memorable or arresting experiences -- whether disheartening, uplifting, humorous, transformative, or moments of epiphany.  Encounters have a sense of drama and performance about it. It is both a serious topic (in the context of South African Higher Education in 2018) and a playful word. The term “technological teaching tools” is used in its broadest sense -- analogue devices (e.g. slates, abacuses, chalk boards and printed books); and digital technologies (e.g. hardware, software, systems and platforms).   Participation, agency, affective citizenship, embodiment, (im)mortality, and kinship are keys to this study’s ontology. Bruno Latour’s actor network theory (ANT) brings challenging insights to the idea of agency as embodied not only in humans, but also in objects. The material-semiotic nature of ANT is drawn upon to interpret the ‘networked’ encounters of teachers and technologies.   The qualitative methodology used is poetic inquiry, which insists that there is an autonomous poetic way of apprehending reality. The imagination is given priority, as a scientific-artistic viewpoint. This poster captures the first cycle’s research results in the form of an analysis of themes from my poetry book (approximately forty poems). Poems fall into all three of Prendergast’s categories of poetic inquiry namely, vox theoria (theory-voiced poems), vox autobiographia/autoethnographia (autobiographical poems) and vox participare (participant-voiced poems).   In the final two cycles of this study, peers reviewers will be invited to respond to a book of poetry that captures teachers’ lived experiences; peers will also be invited to respond with observations and/or their own stories, to a performance of poems.  

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Mari Pete (South Africa) 12195
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