Technology-influenced learning and learner agency: collaborative reflections on entangled global perspectives

Much of the ongoing discourse on technology and education tends to prioritise either of the two over the other. Yet in the postdigital world of teaching and learning, education and technology are heavily intertwined. Following an entangled pedagogy logic, this paper explores how technology-influenced learning and learner agency operate differently across diverse global contexts. Drawing from collaborative ethnography that incorporates narrative inquiry and response community frameworks, this study investigates differences and similarities in the use, access to, and value placed on educational technology in teaching and learning across multiple contexts. The writing collaboration, conducted entirely online during an international doctoral research forum, arrived at four overarching themes: learning, spaces, education, and knowledge. Findings show how the global pandemic both exacerbated inequalities and accelerated opportunities, how narrow definitions of technology obscure the power of simpler tools like writing, and how access to technology does not ensure technological fluency.