This presentation takes a grounded, practice-based approach to exploring what postdigital inquiry pedagogy looks like in a real classroom. While the literature offers rich theoretical accounts of entanglement, mediation, and human-nonhuman co-participation, there is limited empirical evidence showing how these dynamics unfold in everyday teaching. This project responds to that gap by documenting what happens when an inquiry-based teacher intentionally incorporates AI as a thinking partner. Drawing on an integrated theoretical framework of Vygotsky’s mediated action, Emerson’s relational entanglement, and postdigital scholarship, the study examines the teacher-researcher’s planning, decision-making, and reflective practice. The aim is not to test a predetermined model, but to observe the emergence of pedagogical patterns as they occur. An autoethnographic approach is used to trace shifts in thinking across human, nonhuman, analog, digital, and environmental actors. Five elements of postdigital entanglement provide analytic waypoints: human–nonhuman interaction, epistemic vigilance, analogue-digital interplay, distributed cognition, and reflexive teacher practice. A possible limitation is that students bring differing levels of experience with AI prompting and critical questioning. For some, learning how to ask effective questions of the Agent is still emerging, which may shape the depth of interaction observed. This variability is understood as part of the evolving postdigital landscape in which learners, tools, and practices develop together. By focusing on what can be seen, traced, and documented in practice, the presentation offers grounded insights into the emergence of a postdigital inquiry pedagogy

Authors:
Jo Perry, Manukau Institute of Technology, New Zealand

About the Presenter(s)
Ms Anna Jo Perry is a University Associate Professor/Senior Lecturer at Manukau Institute of Technology, Auckland in New Zealand

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