This article describes and analyzes the experiences of two tenured university professors at two different US universities located in the Midwest as they collaborate to design and carry-out innovative pedagogies related to teaching doctoral-level qualitative research methods courses. One of the primary elements of the innovations under examination is the form and function of educational technologies (ETs). ETs are understood to be tools for data collection, data analysis and data display, as well as conceptual conduits for understanding socially constructed knowledge. The authors also argue that ETs have epistemological histories (and futures) and innovative pedagogies for graduate education ought to include robust experimentation with multi-genre/multi-modal texts (Bakhtin, 1981; Bochner and Ellis, 2002; Janesick, 2010; Willis, 2008) that use ETs. Blogs that include audio and visual data representations, social media tools for communication and collaboration, as well iPad and iPhone technologies are all ripe for experimentation as they relate to creative qualitative inquiry (CQI) and the creation of new innovative pedagogies.