| This study explores the experiences of two south Texas teachers who use cyberspace in their teaching practices. I use comparative case study and arts-based inquiry to investigate how elementary teachers re/author selves as they employ a variety of digital literacies to interact with others online, creating virtual social networks. In viewing cyberspace as a structure for social interactions, I examine how teachers position themselves in relation to others, and how lines of power are transformed. I represent data with research, interpretive and typographic poetry to contribute to new and emotive understandings of the research and argue for possibilities. The research demonstrates that teachers author a variety of dynamic positions that shift as the teachers work online. The selves re/authored by teachers include communicator, collaborator, trainee, expert, skeptic and dissident. |
