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.
Ms/Use of Technology: Reflections on Feminist Pedagogy from the Technological Front Line
Aimee deNoyelles, Cecilia Rodríguez Milanés, Kathryn Dunlap; Ms/Use of Technology: Reflections on Feminist Pedagogy from the Technological Front Line. Pedagogy 1 October 2016; 16 (3): 481–509. doi: https://doi.org/10.1215/15314200-3600813
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