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eviewed as simple narratives in order to refine the questions I would need to ask of them albeitself-referentially, and in the quiet of my own imaginings (Moustakas, 1994 p. 25). In addition,in very simple terms the following questions emerged as a schema: Who? What? When? Where?Why? To these almost journalistic type questions I added, “what influence did these illustrativemoments have on: a) learners, b) the professional context and c) myself.I then posed of them two further questions:• What new knowledge or understanding did I derive from these incidents about myselfand technology?• What influence did these events have on my career trajectory?To assist the reflexive approaches to these ‘objects’, I applied Gutierrez’s (1971) ‘hermeneuticcircle’ (see above) which required me to examine them in the light of theoretical perspectives, toreview what impact such reading had on my understanding of what had occurred and to evaluatethe interrelationship of these empirical enquiries to the evolution of my own personal knowledgebase and evolutionary career pathway. This is my adaptation of the ‘dialogical, dynamic,cyclical, reflexive’ approach advocated by West and Carlson (2007).Indeed, the selection of those experiences represented a significant series of actions of selfawarenessand critical reflection albeit subjective and personal.168Simon Hughes Ph.D. Thesis (October 2012)