Contrasts: Teaching and Learning about Writing in Traditional and Computer Classrooms

Palmquist, Mike, Kate Kiefer, James Hartvigsen, and Barbara Goodlew.

                Computers in the Composition Classroom: a Critical Sourcebook.

                Ed. Michelle Sidler, Elizabeth O. Smith, and Richard Morris. Boston:

                Bedford/St. Martins, 2008. 251-70. Print.

This chapter focuses on the breakout issues that should be further studied as far as the challenges teachers have when balancing both traditional and computer-based writing classes.

I like this chapter because it makes some really excellent points about computer-based courses versus more traditional courses. For example, it points out that in technology-based courses, teachers have to take on different roles, students treat the classroom as a work site and interact more with their peers. The attitudes of both students and teachers are different when in a technology-based course rather than a more traditional one. These are all points that go against the notion that we can simply plug computers into traditional classrooms. So many differences occur, that it's obvious that teachers need to adopt a new philosophy when using technology in these types of courses.

I am confused by the statement made by Anita the teacher on page 257. She said that she expected more from students in her computer classrooms than from those in her traditional classrooms.

"Teaching in the regular classroom, I feel the need to orchestrate much more. 'Okay, we're going to do this, this, this, and this...' In the computer classroom, we always have a mission."

Why is there the notion that computer classrooms require less instruction for students than traditional classrooms? In many cases, I would think a technology-heavy classroom would require more instruction, because students might not know what they're doing right away.

I'd like to know more about the concept brought up on pg. 263. One teacher said she was really resistant to using technology at first, because "there is a point where it really slowed me down and we didn't get much done for about two weeks..." I wonder how many teachers disregard technology as an option because it will cause them to deviate from their standard schedule. It makes sense that they wouldn't want to, especially if they're getting pressure from their administration to adhere to a certain schedule. If a lot of teachers have this attitude, how can advances ever be made?