Technology & Literacy: A Story about the Perils of Not Paying Attention

Selfe, Cynthia L. "Technology and Literacy: A Story about the Perils of Not Paying

               Attention." Computers in the Composition Classroom: a Critical

               Sourcebook. By Michelle Sidler, Elizabeth O. Smith, and Richard

               Morris. Boston: Bedford/St. Martins, 2008. Print.

In "Technology and Literacy...", Selfe examines the problem of the (then) emerging technologies, and how instructors across the board are not exactly knowing how to respond to it. Selfe cites that many teachers think that technology is either "boring or frightening," and, for these reasons, they avoid it. Selfe states that we can't allow ourselves to ignore technology; rather, we should recognize that technology has emerged in many forms throughout history, and embrace computer technology for what it is.

Within this piece, I liked the honest rants of instructors. They actually admit that they are afraid of technology, and don't really know how it can fit into their curriculums. This is very interesting to me, as many teachers still don't have all the tools to properly integrate computer technology into their lesson plans. I like getting the perspectives of those who were dealing with this technology as it emerged, and seeing how far we have come since then.

I am confused about what Selfe says on pg. 114:

"The most profound technologies are those that disappear... that weave themselves into the fabric of everyday life until they are indistinguishable from it... I agree, but with a slightly different interpretation-- these technologies are the most profound... but also develop the most potential for being dangerous."

I would think it can only be interpreted as a good thing when technology becomes so accessible and easily usable, that we actually forget that it wasn't a part of our lives. Is this an ancient fear, or do we still feel this way about some things? I can't think of many examples...

I would like to know more about instructor roles in the literacy/illiteracy cycle. This is a tricky subject, especially in classrooms where all students are at various technological literacies-- How do instructors find balance?