Section 1: Thursdays 6:30-9:10 PM
Professor: Rory Lee
For many, the title of this course, “Teaching with Technology,” will conjure up images of smart classrooms equipped with new digital technologies and filled with students interacting with their smartphones, tablets, and/or laptops. For others, it will imply teaching online courses. Some may find appealing the prospect of teaching in such spaces, while others may find it new and, therefore, intimidating. In other words, and depending on one’s perspective and past experiences, the emergence of digital technologies that offer new possibilities for both instruction and composing can enhance and/or complicate the teaching of writing.
In this course, we’ll grapple with potentials and concerns associated with teaching about and with digital technologies and texts, and in so doing, we might remember that writing (and perhaps language itself) is a technology. In this sense, we’ve always been teaching about and with technologies, just ones that we’re familiar with and that have become mostly invisible to us because their material economy and presence have become culturally normalized. The advent of new digital technologies threatens this cultural system and the pedagogies and literacies common to it, and as such, this course proceeds from the idea that as writing and reading technologies change, our understanding of pedagogy also needs to change.
In an effort not only to understand better the ways technology and pedagogy are inextricably linked but also to implement technologically rich and conscious pedagogies, we’ll trace briefly the histories and intersections of composing technologies as well as explore issues central to teaching with (digital) technologies. In addition, we’ll discuss theories of and frameworks for digital composing, modes and platforms for communication, the ways we can evaluate digital and multimodal texts, and the social, economic, ethical, political, and educational implications of new digital technologies and the literacies they foster. Along the way, we’ll learn and develop a robust set of terms to describe digital technologies, our interactions with them, the texts they produce, and the pedagogies they inform.