This document contains an introduction to a group of papers in which the authors/professors who have designed and taught graduate or undergraduate courses in educational technology engage readers in the ideas of narrative as a part of teaching. The instructors also encourage readers to consider alternate approaches to teaching and learning that accompany the course content, background, and methods presented. The author describes her development from technology-illiterate middle school English teacher to a scholar of educational communications. Discussion includes her education and qualitative research conducted during her study of research methods and statistics with an educational anthropologist and sociologists. The author then describes one of her courses at Northern Illinois University, a doctoral seminar that focuses on research problems in the field of educational communications technology. It allows students to develop a literature review and a preliminary proposal on their chosen topic. By the end of the class, students begin to understand the field's more critical questions regarding ethical effects, and the qualitative questions of how technology works in the world of education. (AEF)