Technology, Composition Classrooms, and History
This section will track recent research on technology use in basic writing and composition classrooms in an attempt to situate scholars with ideas and process for integration and classroom pedagogy. In regards to the last twenty or thirty years, technology research in composition has treaded four primary concepts: (1) technology as a learning tool, (2) technology as a form of communication, (3) technology and its socioeconomic, political, and academic ramifications, (4) current methods for implementing technology in the classroom.
Technology as a learning tool
“Because of the inherent qualities in the medium itself television can be a serious educational tool. Television is not a novelty or experimental technology; it is a sophisticated and heavily used delivery system for all kinds of messages that can be found in virtually every American household” (Keith Mielke 7).
“School libraries can and are developing videotape libraries that students can use in the home” (Keith Mielke 14).
“In school, the power of the computer is being used to provide support for content instruction, management for learning, and documentation of both time-on-task and learner achievement” (Glen Crumb 17).
Technology as a form of communication
“Part of the complexity of telecommunications arises from the fact that users first have to know how to operate the software on their own computer if they are to connect with another computer; second, they have to know how to operate the computer they are calling. Although making contact with and actually operating a computer one has never seen may be intimidating to some people, to others there is a thrill in realizing that the familiar classroom computer is now a gateway to a much larger world of information” (Denis Newman 25).
Technology and its socioeconomic, political, and academic ramifications
“There are others who are not getting a fair share of computer education. Minorities, non-English speakers, and the handicapped may also not be using computers effectively. In addition, such students also have consistently fewer resources at home, which only widens the gap between the technology ‘haves’ and ‘have nots’” (Regan McCarthy? 56).
Current methods for implementing technology in the classroom