Hoban, Garry F., 2003, The Use of Information and Communication Technologies in Self-Study Research, in J. Loughran (ed.), International Handbook of Teacher Education Practices and Self-study, The Netherlands: Kluwer, 1039.
This chapter provides an overview of the relationships between self-study as a field of research and technology. A distinction is made between technology as a tool and technology as a social and cultural practice. The focus of the chapter is on the contribution of Information and Communication Technologies (ICTs) to knowledge construction in self-study. In particular, the research processes facilitated by ICTs such as representing, accessing, analyzing, retrieving, sharing, communicating, and editing data are discussed. These processes are highlighted in three case studies of self-study that feature either e-mail, multimedia, or the World Wide Web. Limitations of technology for self-study are discussed including how technology can weaken our sense of reality and identity. The conclusion of the chapter summarizes the key arguments and presents future directions and considerations for using technology in self-study research.