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G. Landow (1995)
Book Reviews: The Electronic Word: Democracy, Technology, and the ArtsJournal of Education for Library and Information Science, 36
To protect interviewees' privacy, all names have been changed to pseudonyms
Chris Anson (1999)
Distant Voices: Teaching Writing in a Culture of Technology.College English, 61
Douglas Steward (2005)
Placement Outcomes for Modern Language PhDs: Findings from the MLA's 2003–04 Survey of PhD PlacementAdfl
(2000)
An Introduction to Teaching Composition in an Online Environment
C. Sides (1999)
REMEDIATION: UNDERSTANDING NEW MEDIATechnical Communication, 46
D. Haraway (2006)
A Cyborg Manifesto: Science, Technology, and Socialist-Feminism in the Late 20th Century
Administering Teacher Technology Training
(2002)
Teaching Writing with Computers: An Introduction
(1999)
“ Beyond Imagination : The Internet and Global Digital Literacy . ” In
G. Landow (1991)
HyperText: The Convergence of Contemporary Critical Theory and Technology
Julie Kearney (2007)
Technology and English Studies: Innovative Professional PathsComposition Studies, 35
Erika Lindemann (1982)
A rhetoric for writing teachers
C. Werder (2000)
Rhetorical Agency: Seeing the Ethics of It All., 24
Gail Hawisher, P. Leblanc, Charles Moran, Cynthia Selfe (1995)
Computers and the Teaching of Writing in American Higher Education, 1979-1994: A History
Lynn Sykes, Nancy Uber (1995)
Reflections on Teaching in a Computerized Classroom: Knowledge, Power and Technology, 1995
Daniel Anderson, Anthony Atkins, Cheryl Ball, Kris Millar, Cynthia Selfe, Richard Selfe (2006)
Integrating Multimodality into Composition Curricula: Survey Methodolgy and Results from a Cccc Research GrantComposition Studies, 34
(2007)
Computers in the Composition Classroom: A Critical Sourcebook
(2006)
According to the latest ADE Bulletin's Survey of PhD Placement, 59.7 percent of the 787 PhD recipients in 2003 -4 at participating schools were women (see Steward
D. Haraway (1990)
Simians, Cyborgs, and Women: The Reinvention of Nature
Rhetoricians, Facilitators, Models Interviews with Technology Trainers Michelle Sidler At the turn of the millennium, the humanities have become concerned with the ways that computer technologies shape texts and culture (Haraway 1991; Lanham 1995; Landow 1997; Bolter and Grusin 2000). Reflecting this interest, research indicates that a large number of humanities programs, especially those in English, are implementing curricula with formal technological components (Anderson et al. 2006). In the latter decades of the twentieth century, computerized instruction was most prominent among those teaching composition and technical communication,1 but increasingly, all courses in the humanities benefit from engagement with electronic research and communication tools. Although not all humanities faculty embrace computer classrooms, most recognize the value of technology as a teaching tool and support its implementation. As technology becomes more evident in education and the wider culture, effective faculty training is necessary to ensure quality computer-assisted instruction in all subject areas. However, little research in the humanities has tried to identify and describe current faculty development programs or offer practical advice and wisdom from experienced teacher trainers. A notable exception is the Kairos piece âAdministering Teacher Technology Trainingâ by Teena Carnegie, Amy Kimme Hea, Melinda Turnley, and David Menchaca
Pedagogy: Critical Approaches to Teaching Literature, Language, Composition, and Culture – Duke University Press
Published: Oct 1, 2008
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