So, I have to know what I'm doing?
I am noticing a recurring effort by the authors in TWWC to ensure that teachers are grounding technology in our rhetoric and composition-based goals. In Blythe's discussion of integrating CMC into the class, he advises "think first about what you want students to be able to do" (125). And previously we heard from Eldred and Toner: "Instructors need to envision the kind of classroom they are trying to create" (43).
But I'm a little frustrated with this approach as it seems to imply 1) we, as instructors must be cognizant of all aspects of the technology in order to decide how to integrate it; or 2) we are limiting ourselves to outdated applications in the classroom and thus limiting our instruction.
I agree that rhetoric and composition work should be enhanced by technology - and not the reverse. And I can see how easy it would be to allow a class to run off-track over the semester as students are caught up in all the bells and whistles of the technology, and the class never accomplishes the pedagogical writing goals you initially intended.
And yet, without an expansive knowledge of classroom technology (MOOs, podcasting, PowerPoint, blogs, etc.)I feel limited in trying to decide what I want students to do and I'm sure my vision for the classroom is narrowed.
Undoubtedly, there is wisdom behind a teacher limiting her efforts during the first semester of incorporating technology - i.e. posting journal entries on a blog instead of handing them in on paper, or using Blackboard for sharing papers and peer revision. But it seems that we can and should strive for more - widening our vision based on those "bells and whistles" that technology offers. For instance, compare a discussion of visual literacy done with the classic overhead projector vs. a PowerPoint presentation. It's not just the medium utilized, but the subject matter itself that expands. Two-dimensional images as examples can be replaced by video clips, audio, and more. Suddenly, not only how I am teaching changes, but also what I am teaching.
Teachers with a solid working knowledge of technology definitely have an advantage in deciding how to facilitate learning in the classroom. And it also seems that they can broaden the vision of what we are teaching our students.
But I'm a little frustrated with this approach as it seems to imply 1) we, as instructors must be cognizant of all aspects of the technology in order to decide how to integrate it; or 2) we are limiting ourselves to outdated applications in the classroom and thus limiting our instruction.
I agree that rhetoric and composition work should be enhanced by technology - and not the reverse. And I can see how easy it would be to allow a class to run off-track over the semester as students are caught up in all the bells and whistles of the technology, and the class never accomplishes the pedagogical writing goals you initially intended.
And yet, without an expansive knowledge of classroom technology (MOOs, podcasting, PowerPoint, blogs, etc.)I feel limited in trying to decide what I want students to do and I'm sure my vision for the classroom is narrowed.
Undoubtedly, there is wisdom behind a teacher limiting her efforts during the first semester of incorporating technology - i.e. posting journal entries on a blog instead of handing them in on paper, or using Blackboard for sharing papers and peer revision. But it seems that we can and should strive for more - widening our vision based on those "bells and whistles" that technology offers. For instance, compare a discussion of visual literacy done with the classic overhead projector vs. a PowerPoint presentation. It's not just the medium utilized, but the subject matter itself that expands. Two-dimensional images as examples can be replaced by video clips, audio, and more. Suddenly, not only how I am teaching changes, but also what I am teaching.
Teachers with a solid working knowledge of technology definitely have an advantage in deciding how to facilitate learning in the classroom. And it also seems that they can broaden the vision of what we are teaching our students.
posted by Beth @ 4:57 PM
1 Comments:
At 5:34 PM,
Kris said…
I agree it seems like a double-edged sword, Beth. What would teachers need to have prior to a class in order for technology and pedagogy to better unite? And would this be the responsibility of the first-year writing program, or English dept. in general? Training, or lack thereof, seemed to be a key issue in the readings, and often that is the "weakest link."
kris
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