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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