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ERIC Number: ED413597
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Technology, Teacher Training, and Postmodern Literacies.
Blair, Kristine L.
With many English teachers now opting to teach writing and literature courses in electronic environments, some of the teachers' most significant experiences in these environments have stemmed from their attempts to make technology available as a literacy tool for culturally diverse student populations. Computer-mediated communication can broaden the definition of writing to include concepts of multimedia and multi-literacy and address the necessary integration of text and visuals and foregrounding the elements of electronic environments requiring revision of teacher and student responses to students' texts. A writing assignment in an upper-level course in professional communication shows the need to work with student writers to develop revised evaluation practices and criteria that acknowledge collaborative writing, revising, and responding within an electronic medium as well as the ability to integrate visuals, texts, and sound to address the shifting definitions of literacy fostered by electronic writing classrooms. Although students and their teachers need to learn to view non-linear, multimedia, hypertextual communications as "writing," the extent to which these attitudes can change will necessitate not only a redefinition of textuality but also a redefinition of teaching and assessment. Teachers new to electronic environments should have the opportunity to be students in these settings, an important chance not only to understand the new technologies of literacy and the communication processes their own students will face in the classroom. (Contains 18 references.) (RS)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A