Faigley, Lester. Beyond Imagination: The Internet and Global Digital Literacy. Passions, Pedagogies, and Twenty-First Century Technologies. Ed. Hawisher, Gail E. and Cynthia L. Selfe. Logan: Utah State UP, 1999. 129–139. Print.
Faigley addresses issues of access in the use of technologies. Not only are issues of web access addressed, but the idea of having technology hardware that is current enough to use in classrooms is also addressed.
LeBlanc, Paul J. The Politics of Literacy and Technology in Secondary School Classrooms. Literacy and Computers: The Complications of Teaching and Learning with Technology. Ed. Selfe, Cynthia L. and Susan Hilligoss. New York: MLA, 1994. 22–36. Print.
LeBlanc discusses how using technology in the classroom is a promising pedagogy. First, however, instructors and schools need to have a model in place to best implement these systems to ease negative issues and apprehension amongst instructors and students.
Moran, Charles. Access: The A-Word in Technology Studies. Passions, Pedagogies, and Twenty-First Century Technologies. Ed. Hawisher, Gail E. and Cynthia L. Selfe. Logan: Utah State UP, 1999. 205–220. Print.
Moran confronts access as a socio-economic issue and that wealthy Americans have access and money buys technology. Moran recognizes the heated feelings in addressing these issues and writes specifically about the kinds of technologies at underprivileged colleges versus those that have better access.
Pavia, Catherine Matthews. Issues Of Attitude And Access: A Case Study Of Basic Writers In A Computer Classroom. Journal Of Basic Writing 23.2 (2004): 4–22. Communication & Mass Media Complete. Web. 5 Dec. 2012.
Pavia conducted a teacher-research study to find out how her students’ feelings about technology in the classroom affect their computer literacy and classwork. She then was able to assess how the students’ past computer literacy affected their current experience in her classroom.
Davis, Anne, and Ewa McGrail. “Proof-Revising” With Podcasting: Keeping Readers in Mind as Students Listen to and Rethink Their Writing. The Reading Teacher 62.6 (2009): 522–29. Print.
Davis and McGrail consider how students can use podcasting to read their work aloud, then listen to and rethink their writing. In using podcasting, students record their work and when they hear themselves, they revise their work for clarity and meaning.
Elbow, Peter. Vernacular Eloquence: What Speech Can Bring to Writing. Oxford: Oxford University Press, 2012. Print.
This new book by Peter Elbow discusses the speaking-writing connection, and how speech acts can inform student writing. Elbow also addresses opponents of speech informing student writing, and Elbow addresses these arguments, as well as giving plentiful examples of how letting students use speech benefits their writing.
Jones, Leigh A. Podcasting and Performativity: Multimodal Invention in an Advanced Writing Class. Composition Studies 38.2 (2010): 75–91,146. Print.
Jones argues for the use of podcasting in the composition classroom. Jones suggests that in using podcasting as a method for invention, students are inspired and their writing becomes better.
Love, Meredith. Composing through the Performative Screen: Translating Performance Studies into Writing Pedagogy. Composition Studies 35.2 (2007): 11–30. Print.
Love explains how students use Performance Theory as a lens for composing. Performance theory influences students in thinking about audience as they compose.
Lutkewitte, Claire. Multimodality Is…: A Survey Investigating How Graduate Teaching Assistants and Instructors Teach Multimodal Assignments in First-Year Composition Courses. ProQuest LLC, 2010. Print.
This thesis is specifically about Graduate Teaching Assistants and how they implement technology in their classrooms. There is much discussion about the comfort level of newer (younger) TAs being more comfortable with employing technology and demonstrating more capability in employing it.
Newkirk, Thomas. The Performance of Self in Student Writing. Portsmouth, NH: Boynton/Cook Publishers : Heinemann, 1997. Print.
Based on Irving Goffman’s book The Performance of Self in Everyday Life, Newkirk uses the lens of performance to examine student writing. Newkirk argues that each writing situation a student encounters is in a way, a performance.
Ong, Walter J. Orality and Literacy : The Technologizing of the Word. London; New York: Routledge, 2002. Print.
This classic book by Ong examines how orality and literacy have influenced language. Ong describes secondary orality, the orality we are experiencing currently in technological trends like what we are describing in this wiki, and how it is influenced by a culture that is already literate.
Ruefman, Daniel Lee. Examining the Influence of Multimodal New Media Texts and Technologies on First-Year Writing Pedagogies: A Cross Sectional Case Study. ProQuest LLC, 2010. Print.
This dissertation explores the theory that technology is becoming more prevalent and that first year writing programs must use these technologies to stay relevant. Examining three different FYC classrooms at three different universities, Ruefman demonstrates how utilizing technology in the classroom has become a useful tool for fostering the learning process.
Selfe, Cynthia L. The Movement of Air, the Breath of Meaning: Aurality and Multimodal Composing. College Composition and Communication 60.4 (2009): 616–63. Print.
Selfe argues that instructors should use more multimodal projects in their classrooms, specifically podcasts and radio produced compositions. In allowing students the authority to create these assignments, they learn a different way of composing using their embodied voices.
Yancey, Kathleen. Made Not Only In Words: Composition in a New Key. College Composition and Communication 56.2 (2004): 297–328.
In this CCCCs address, Yancey calls for instructors to implement technologies in the classroom. As technologies provide a much more public space for composing, we need to blend the outside and inside technologic literacies.
Cooper, Marilyn. Postmodern Pedagogy in Electronic Conversations. Passions, Pedagogies, and Twenty-First Century Technologies. Ed. Hawisher, Gail E. and Cynthia L. Selfe. Logan: Utah State UP, 1999. 140–160. Print.
Cooper discusses asynchronous and synchronous communication in the composition classroom, both informal conversation and more structured discussion, she focuses primarily on backchanneling and addresses issues of the “underlife” and its possible usefulness in these discussions.
Fitch, James L. Student Feedback in the College Classroom: A Technology Solution. Educational Technology Research & Development 52.1 (2004): 71–81. Print.
Backchanneling is a way to hold asynchronous conversation in the college classroom.While this article speaks specifically about the LearnStar program, he also offers some interesting theories and ideas about what we label as backchanneling.
Foote, Carolyn. Backchanneling on the Front Burner. Library Media Connection 30.6 (2012): 36–37. Academic Search Premier. Web. 18 Nov. 2012.
Foote describes how instructors are using backchanneling in their classrooms as a discussion tool. She describes various technologies that can be used for backchanneling are also discussed.
Gabriel, Trip. Speaking Up in Class, Silently, Using Social Media. The New York Times 12 May 2011: A1. Print.
Gabriel examines how educators from K-12 are using backchanneling in the classroom. Backchanneling promotes discussion and encourages those who aren’t comfortable speaking out loud to have a voice in class.
Ali, Ahmed. Faculty Adoption of Technology: Training Comes First. Educational Technology. 43.2 (2003): 51–53. Print.
Ali writes of faculty training as the first issue to explore when adopting and implementing technologies in the classroom. Ali also discusses lack of faculty confidence, and student needs versus instructor needs in implementing technology in the classroom.
De Bonis, Susan, and Nick De Bonis. Going Green: Managing a Paperless Classroom. Online Submission (2011). Print.
The authors assert that the paperless classroom promotes efficiency in the learning experience, facilitates asynchronous learning, and helps student advance their “virtual” skills and competencies for future education and professional life. The authors also provide a sample management outline to help an instructor build their own “paperless classroom.”
Dutton, W. H., et al. The Social Shaping of a Virtual Learning Environment:The Case of a University-Wide Course Management System. Electronic Journal of e-Learning. 2.1 (2004): 69–80.
The authors address the issues of implementing a virtual course management system at a university. The authors address not only technical and training issues but issues of economic feasibility as well as how implementing these systems evolves university-wide.
Ely, Donald P. Conditions That Facilitate the Implementation of Educational Technology Innovations. Journal of Research on Computing in Education. 23.2 (1991): 298–305. Print.
Ely describes the conditions that make it possible to implement technology in a university system. Systems already in place internationally are evaluated for effectiveness.
Jensen, Lauren A. Extend Instruction Outside the Classroom: Take Advantage of Your Learning Management System. Computers in Libraries 30.6 (2010): 76–78. Print.
Learning Management Systems are online-based software that allow instructors to effectively organize and maintain classroom information and communicate with students on a 24/7 basis. Students and instructors have the capabilities of managing all of their classes from one main site with each class having its own site.
Juzwiak, Chris, and Monette Tiernan. Pedagogies of Visibility: The Full E-Mersion and Beyond. New Directions for Community Colleges.145 (2009): 79–94. Print.
The authors discuss the reason, implementation, and experiment of “going green” at a community college. It gives examples of how to employ “full e-mersion” pedagogy in your own classroom.
Lindsey-North, Jill L. Incorporating a Course Website into Teaching: A Promising Practice, Especially for Teacher Education. 2000. Print.
With some instructors feeling reluctant to employ a Learning Management System supplied by their respective university, an effective alternative would be to build and use a class website. This article discusses the benefits of using such a tool as well as the ease of creating one.
Skurat Harris, Heidi A. Digital Students in the Democratic Classroom: Using Technology to Enhance Critical Pedagogy in First-Year Composition. ProQuest LLC, 2009. Print.
Skurat offers support for incorporating lessons on how to use both software and hardware technology. The author also discusses the use of Blackboard at three different higher learning institutions, student comfort level and reticence to use software, such as Blackboard, that they are unfamiliar with and how they tend to revert to comfortable means of communication and technology usage
West, Richard, Greg Waddoups, and Charles Graham. Understanding the Experiences of Instructors as They Adopt a Course Management System. Educational Technology Research and Development. 55.1 (2007): 1–26. Print.
This qualitative study examines instructors as they implement a Course Management System like Blackboard into their courses. THe authors discuss in-depth how instructors use Course Management Systems to meet their goals and needs as well as their students’ goals and needs.
Zeni, Jane. Literacy, Technology, and Teacher Education. Literacy and Computers: The Complications of Teaching and Learning with Technology. Ed. Selfe, Cynthia L. and Susan Hilligoss. New York: MLA, 1994. 76-−86. Print.
Zeni discusses how teachers are trained to teach technology in the classroom. One of the benefits of using technology in composition is the immediacy of revision and students be able to see their drafts.
Klages, Marisa A. and J. Elizabeth Clark. New Worlds of Errors and Expectations: Basic Writers and Digital Assumptions. Teaching Developmental Writing: Background Readings. Ed. Bernstein, Susan Naomi. New York: Bedford/St. Martin’s, 2013. 183–198. Print.
Klages and Clark explain how they use ePortfolios in their basic writing classes at CUNY Laguardia. Klages and Clark comment on their students’ skills as digital natives, and even though they consider their students digital natives, the authors address issues and challenges their students encounter with digital literacies.
Perry, Debbie. Peer Editing with Technology: Using the Computer to Create Interactive Feedback. English Journal 94.6 (2005): 23. Print.
This article discusses teaching high school students the process of peer review, especially as it relates to electronic submission and the review process. The discussion focuses on the students looking past grammar and editing mistakes and looking more at the main ideas and then providing quality feedback.
Ensor, Tami, and Russell Elementary. Teaming with Technology: ‘Real’ iPad Applications. Journal Of Adolescent & Adult Literacy 56.3 (2012): 193. Academic Search Premier. Web. 18 Nov. 2012.
Ensor and Elementary explain iPad applications as educational tools. They discuss many apps, one of which, “Read Me Stories,” can help with fluency and vocabulary.
Foote, Carolyn. Checking Out the iPad. Multimedia & Internet at Schools 17.6 (2010): 17–19. Academic Search Premier. Web. 18 Nov. 2012.
Foote examines using iPads in library instruction for students in small groups and students with special needs. Foote describes teachers that have found the tool useful and how the iPad is helpful with library research.
Hutchison, Amy, Beth Beschorner, and Denise Schmidt-Crawford. Exploring the Use of the iPad for Literacy Learning. Reading Teacher 66.1 (2012): 15–23. Academic Search Premier. Web. 18 Nov. 2012.
The authors discuss how the iPad can be used as a literacy teaching tool in elementary school. However, issues from this article can be applied to basic writing because the literacies addressed are not just print-based, but digital literacies, too.
Klinger, Mary, et al. Apps in the Classroom. NEA Today (2012): 30. Academic Search Premier. Web. 18 Nov. 2012.
Klinger et al. discuss free apps that students can use to compose in the classroom. The authors also mention how students write reviews of the educational apps they are using.
Murray, Orrin T., and Nicole R. Olcese. Teaching and Learning with iPads, Ready or Not? TechTrends: Linking Research and Practice to Improve Learning 55.6 (2011): 42–48. Print.
The iPad is fast becoming a major player in the tech-savvy instructor’s tool belt. The major focus of this article is not the hardware, although it is discussed, but the applications available for the classroom; several apps are discussed and rated for their user-friendliness and relevance in the classroom.
Pilgrim, Jodi, Christie Bledsoe, and Susan Reily. New Technologies in the Classroom. Delta Kappa Gamma Bulletin 78.4 (2012): 16–22. Academic Search Premier. Web. 18 Nov. 2012.
The authors outline strategies for teachers to use technologies in the classroom. More specifically, the authors describe how instructors can effectively implement iPad apps in the classroom.
Peluso, Deanna C. C. The Fast-Paced Ipad Revolution: Can Educators Stay Up-To-Date and Relevant about These Ubiquitous Devices? British Journal Of Educational Technology 43.4 (2012): E125-E127. Academic Search Premier. Web. 18 Nov. 2012.
As iPad technology and iOS systems quickly change, this article addresses whether or not instructors can use this technology in a way that stays relevant. Peluso discusses using social media apps in the classroom and whether they are effective in education.
Young, Jeffrey R. Top Smartphone Apps to Improve Teaching, Research, and Your Life. Education Digest 76.9 (2011): 12–15. Academic Search Premier. Web. 18 Nov. 2012.
Young describes some of the best Apps for the iPad for instructors to use in the classroom, including word processing and mind-mapping apps.
Batschelet, Margaret, and Linda Woodson. The Effects of an Electronic Classroom on the Attitudes of Basic Writers. 1991. Print.
Batschelet and Woodson conduct a study where basic writers were surveyed about their experiences using technology in the writing process. Half of the students used technology in the classroom while the control group didn’t, and most students who used technology had positive experiences.
Brill, Jennifer M., and Chad Galloway. Perils and Promises: University Instructors Integration of Technology in Classroom-Based Practices. British Journal of Educational Technology 38.1 (2007): 95–105. Print.
Brill and Galloway examine how knowledgeable, comfortable college-level instructors are with technologies found in their classrooms. The authors survey professors’ attitudes about not only the implementation but also the relevance of the technologies in their instruction.
Jackson, Mary Jo, et al. Student Expectations of Technology-Enhanced Pedagogy: A Ten-Year Comparison. Journal of Education for Business 86.5 (2011): 294–301. Print.
The authors of this study research the pervasiveness and effectiveness of technology use in the classroom. The discussion they present is compiled from ten years of research and examines the attitudes and opinions of students about the use of technology in the classroom, their perceptions of instructors who use technology versus those that do not, as well as their opinions of instructor ability and innovative use of technology in the classroom.
Kyei-Blankson, Lydia, Jared Keengwe, and Joseph Blankson. Faculty Use and Integration of Technology in Higher Education. AACE Journal 17.3 (2009): 199–213. Print.
This authors discuss the idea that, while technology has infiltrated our campuses, it has yet to become completely mainstream. The authors discuss the resistance to technology that some instructors experience, how other instructors embrace it, and how we can better weave technology into our classrooms and pedagogies.
Leidman, Mary Beth, and Mark J. Piwinsky. The Perpetual Professor in the 21st Century University: Online Submission. 2009. Web.
The instructor-student relationship is not tied strictly to the classroom. Before the inundation of technologies like Learning Management Systems, email, and online chat, students had to schedule a meeting with an instructor during office hours, but now with the advent of these 24/7 communication links, the amount of instructor-student interaction has skyrocketed.
Shelley, Joanne Rein. Incorporating Computer Literacy into the Composition Classroom. 1998. Print.
Though students might have some experience with some hardware and software, they may not be completely aware of how to use particular programs or devices. We as instructors must figure out a way to demonstrate, incorporate, and foster the development of our students’ skills using technology.
Smith, Cheryl C. Technologies for Transcending a Focus on Error: Blogs And Democratic Aspirations In First-Year Composition. Journal of Basic Writing 27.1 (2008): 35–60. Communication & Mass Media Complete. Web. 5 Dec. 2012.
Smith utilizes blogs in the classroom to exemplify to students the rhetorical effect their writing has in public spaces. She says that students feel as though they develop more authority over their writing when blogging.
Stine, Linda J. The Best of Both Worlds: Teaching Basic Writers in Class and Online. Journal of Basic Writing 23.2 (2004): 49–69. Communication & Mass Media Complete. Web. 5 Dec. 2012.
Stine discusses the problems of moving a Basic Writing class completely online. She then presents ten reasons that a class could be moved online; however, ultimately she introduces an argument for hybrid courses (ones that are both in person and online).
Stine, Linda J.Teaching Basic Writing In A Web-Enhanced Environment. Journal of Basic Writing 29.1 (2010): 33–55. Communication & Mass Media Complete. Web. 5 Dec. 2012.
Stine explains how teaching BW students in a completely online environment affects assignment design and pedagogy. She also discusses how instructors can design their classes to best serve their students’ needs.