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dc.contributor.advisorButler, Rebecca P.en_US
dc.contributor.authorBull, Bernard Deanen_US
dc.date.accessioned2016-12-21T15:32:35Z
dc.date.available2016-12-21T15:32:35Z
dc.date.issued2007
dc.identifier.urihttp://commons.lib.niu.edu/handle/10843/17242
dc.descriptionIncludes bibliographical references (pages [187]-196).en_US
dc.description.abstractThis autobiographical inquiry was an exploration of personal and professional life experiences that contributed to the convictions, decisions, and transformative ethical questions of a developing instructional technologist. Using rich descriptions and historical fictional recreations of seminal interactions, the author explored moments of emotion, epiphany, and conviction, categorizing these experiences into a series of themes related to his formation as an instructional technologist. Instead of describing every memory, the author identified and described a smaller number of central representative life experiences. The author’s exploration began with formative childhood experiences related to family, technology, and spirituality. Moving into adulthood, the author explored experiences of identity formation, feelings of otherness, a growing devotion to the nostalgia of the written word, and budding convictions about the ongoing importance of community in both physical and virtual environments. Amid this exploration, the author revealed ongoing struggles and unresolved personal conflicts. He described his efforts to reconcile empathy for Neo-Luddite literature and a passion for and immersion in the digital world, virtual learning, and educational technology. He analyzed his struggle between his roles as a commissioned minister and theology teacher with his growing role as an instructional technologist. The author concluded his autobiographical journey by acknowledging the unresolved nature of these struggles, but by also gradually coming to accept, even embrace these struggles as part of an enduring exploration of life in a technological society. He proposed that his dissertation serve as a means of encouraging further exploration of the role of the individual in ethical dialogue, even amid the collective codes, standards, and expectations in the field of educational technology.en_US
dc.format.extentviii, 196 pagesen_US
dc.language.isoengen_US
dc.publisherNorthern Illinois Universityen_US
dc.rightsNIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.en_US
dc.subject.lcshBull, Bernard Deanen_US
dc.subject.lcshTeachers--United States--Biographyen_US
dc.subject.lcshEducational technologyen_US
dc.titleEthical epiphanies of an instructional technologist : an autobiographyen_US
dc.type.genreDissertation/Thesisen_US
dc.typeTexten_US
dc.contributor.departmentDepartment of Educational Technology, Research and Assessmenten_US
dc.description.degreeEd.D. (Doctor of Education)en_US


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