pastore teachnology statement

Erin Duffy PastoreTeaching Writing with Technology

February 12, 2008

Baseline Model: Critical Literacy

Critical Literacy Skills: thinkingreadingwriting

Media:Print BroadcastCyberspace

Tools:Analog (pen and paper)

Digital (computer)

Literacy skills allow our students to retain, analyze, and produce content relevant to their rhetorical situations.

These skills are what empower our students in their lives.

Assumption: Learning is LearnedAll students possess an

inherent capability to learn

Those inherent capabilities can be developed though mentorship

A motivated and scaffolded pedagogical style is required

Possibility: Critical Engagement

Asking students to expand literacy through technology creates a rigorous writing environment.

Ideally, students are better prepared to port knowledge and skill into other areas of their lives.

Focus: Technology as BridgeTechnology can be used to focus on:

the art of investigating content

the science of operating interfaces

the skill of combing both

Challenge: Demands on Teacher

The teacher is a monitor, mediator, and facilitator.

TeachingPeer-to-Peer Learning

Requirement: Explicit Discussion

Networked computer discussion may allow students to play with their voice in a low-stakes manner, if the instructor is vigilant in how it is integrated into the classroom.

Benefit: Teamwork & Knowledge Sharing

Vision: Teaching CyberwritingStudents are often taught to think

of technology in academic communication as separate and distinct from how they have blended technology (often naively) in other areas of their lives.

Students need to consider how they can blend their academic rhetorical purposes through digital and analog technologies

ReferencesMcKee, Heidi. “’YOUR VIEWS SHOWED TRUE IGNORANCE!!!’:

(Mis)Communication in an online interracial discussion forum.” Computers and Composition 19.4 (December 2002): 411- 434.

Palmquist, Mike, Kate Kiefer, James Hartvigsen and Barbara Goodlew.

“Curriculum Design: Doing More with Less.” Transitions: Teaching Writing in Computer-supported and Traditional Classrooms. Santa Barbara, CA: Greenwood Publishing Group, 1998.

Porter, James. “Why technology matters to writing: A cyberwriter’s tale.”

Computers and Composition 20.4 (December 2003): 375- 394.

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