Oh, just put it down anywhere

Considering that so much work in a technology-rich classroom is focused on cyberspace, I found it interesting in this week's readings that physical space dominated the conversation. The research and experience from Palmquist, et al, and Balester was helpful with its practical suggestions for creating an environment in the computer classroom most conducive to the teaching of writing. I find it intriguing to consider my classroom as a "complex cyborg system in which technologies, institutions, and people interact and shape one another" (Selfe, 55). The concept of place and writing takes on many new dimensions when the element of technology is added to the mix.

Selfe points out that a vision for a technology-rich environment is more than a clever idea for arranging the furniture in the classroom. "If paying attention to the complexity and beauty of cyborg environments is difficult, understanding what is not there...is even harder" (58). I think this difficult task is part of what I find daunting about the use of technology as a teacher. What else is out there - or could be/should be there?

Selfe suggests we begin integrating technology in the classroom by identifying the instructional needs of students. Two of his questions to focus our efforts are to consider what literacy problems do students exhibit? And what future literacy skills, values and understandings will students need in technological communication contexts? As we formulate answers to these questions, I think it’s helpful to consider, as Selfe recommends, what is not there. Does technology change what literacy problems students do and do not exhibit? What future skills do they bring/lack in the computer-rich classroom – and what will they/won’t they need in the future that we are now teaching or not teaching? Examining what we cannot see in this place might be an excellent way to start expanding our vision of technology in the writing classroom.