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ERIC Number: ED464340
Record Type: Non-Journal
Publication Date: 2002-Mar
Pages: 15
Abstractor: N/A
Reference Count: N/A
Technology Programs or the Technologically Programmed? Hopes of Ending Decontextualized Techno Training.
Hea, Amy C. Kimme
While computer composition scholars have contributed to the understanding of the integration of Web-based technologies and student responses to such integrations, more and continued research must focus on the composition instructor as critical agent in the Web-based classroom. This research call has been emphasized in the work of Cynthia Selfe and Gail Hawisher (1991), as they argue for educating both students and instructors to be critical users, producers, and critics of technology. This paper explores what it means to be a critical Web-based teacher. In particular, the paper explores how certain cultural narratives about the World Wide Web position instructors and students in the Web-based classroom. It discusses possible ways of developing critical Web-based teacher training to offer more support to instructors wanting to enact critical Web-based teaching. It focuses first on both a relationship with two participant instructors for the course "Computer Composition Mentoring" and the methodological framework that mediated that relationship and then attends to the specifics of the data. (Contains 49 references, 7 notes, and 2 figures.) (NKA)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A