Much of the ongoing discourse on technology and education tends to prioritize either of the two over the other. Yet in the postdigital world of teaching and learning, education and technology are heavily intertwined and can no longer be isolated and discussed meaningfully in separation from each other. Following Fawns’ (2022) framework of entangled pedagogy, 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 examines six participants affiliated with universities in Finland, Australia, Canada, and China, this study investigates differences and similarities in the use, access to, and value placed on educational technology in teaching and learning. The writing collaboration was conducted entirely online during an international doctoral research forum aimed at building capacity in educational research. Four overarching themes emerged from analysis: learning, spaces, education, and knowledge. Findings reveal 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. Methodologically, the study demonstrates a collaborative approach that maintains multiple perspectives rather than synthesizing them into a single voice, offering implications for educators, institutions, and policymakers working across cultural contexts and a model for future collaborative research.
