The aim of this paper was to explore the use of autoethnography methodology, a non-traditional and reflective approach, in educational technology research. Autoethnography involves a critical analysis of personal experiences and stories being positioned within the larger cultural, political, and social context. Following an overview of the origin and development of autoethnography as empirical research, the authors discuss autoethnography in the context of educational technology research by considering its epistemological and methodological issues. In this paper, the authors also consider autoethnography and its relationship to other qualitative research approaches. Essential components and summarized evaluation criteria for novice autoethnographers are shared. Lastly, the paper reflects on the potential benefits as well as the challenges that those writing an autoethnography will inevitably face. There is a need for autoethnography research in our field to reveal voices hidden in mainstream educational technology research.