Entanglements: Re-articulating discourses and practices of Web-based teaching and learning
Amy Catherin Kimme Hea
- School: Purdue University (0183)
- Degree: Ph.D.
- Date: 2001; pp: 207
- Advisor: Johnson-Eilola, Johndan; Weiser, Irwin
- Source: DAI-A 63/06, p. 2229, Dec 2002
- Subjects: Language, Rhetoric And Composition (0681); Educational Technology (0710)
- ProQuest Document Number:
- ISBN: 0-493-70733-6
- UMI Number: AAT 3055509
Abstract:
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This project explores the ways in which composition instructors integrate the World Wide Web (WWW)
into their writing pedagogies—a concern of mine as both a computer-composition teacher and a
mentor of instructors teaching in computer classrooms. I assert that without the adequate means
to understand how we both affect and are affected by the cultural narratives on the WWW,
we, as computer compositionists, may find ourselves implementing the Web to the detriment
of our teaching and our students' learning. I also suggest that many instructors are not
provided adequate teacher training and support for incorporating web-based technologies
into their pedagogies. I employ articulation theory as a methodology to locate the contradictions
among the narratives of WWW. My work with instructor participants and my analysis of WebCT
reveal that predominant cultural narratives—the Web as a global community and as the source
of economic viability, and technology as easy and invisible—complicate the ability of even
the most experienced instructors to implement the Web productively and equitably in their
composition classrooms. I, therefore, suggest that we re-articulate the WWW. Through historical
inquiry, ideological inquiry, and resistant material instantiations of technology, computer
compositionists can complicate those cultural narratives and strive for more egalitarian
web-based pedagogies.
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