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CCCC 2012


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This is a presentation I delivered at the 2012 Conference on College Composition and Communication.

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CCCC 2012

  1. 1. What’s Reform Got to Do With It? Mapping Unsustainable Technology Practices to Plan Responsive Reform
  2. 2. Issue-At-Hand• Technology integration in medias res (McAllister and Selfe, 2003)— has been occurring in many programs for several years or longer to varying degrees• Consequently, technology practices—ways of doing and knowing technologies—have emerged, become socially sanctioned ways of engaging with technologies, and are perhaps unsustainable• Thus, need ways to assess what exists—the current “state” of practices—and plan responsive reform• Proposal: Heuristic that enables us to assess practices and understand system that supports these practices
  3. 3. (Networked) Practices as Sites for AssessmentLocal stakeholders’ (faculty and students) technology practices are most important for assessing the sustainability of existing conditions: – Technological literacies (functional, critical, rhetorical), – Technology pedagogies, and – Attitudes and beliefs about technologiesThese practices are networked—interacting and emergent
  4. 4. Mapping Practices and the Network of Support• Faculty struggled to use CMS features and word processing software – Indicative of functional literacies& attitudes/beliefs• Faculty and students struggled to use CMS in the classroom – Indicative of functional literacies& attitudes/beliefs• Later traced network to practices of technology support and professional development
  5. 5. Planning Responsive Reform• Reform needed to account for existing unsustainable practices, beginning to A) amend and refine faculty attitudes and feelings about technologies B) instate faculty agency and empowerment over development of technological literacies and attitudes/beliefs C) establish more critical discussions about and implementation of technologies in our program• Reform needed to occur in the form of distinct yet networked initiatives aimed at re-forming problematic relations and reforming practices
  6. 6. Reform in Three Parts• Proposed, debated, and adopted new CMS to account for existing literacies and attitudes/beliefs and relations with IT, administrative privilege, etc.• Formed voluntary cohort to integrate technology “unit” in first-year reader to establish stronger presence for technologies in first-year curriculum and elucidate critical relations between technologies and rhetoric and writing theory/practice• Decided to foreground “technology development” in our monthly professional development meetings
  7. 7. Summary and Conclusions• Heuristic that foregrounds networked practices can illuminate system of relationships that support unsustainable local practices (literacies, pedagogies, attitudes/beliefs) and prepare WPAs and faculty for responsive reform• Additional value of networked practice heuristic: – Grants agency over technology assessment and reform (internally-initiated) – Enables us to define discourse of technology assessment and reform
  8. 8. Questions for You• What are the challenges of using the proposed heuristic to assess practices in your programs?• How else might we imagine and/or assess technology practices in our programs?• In what ways can we begin thinking more systematically about existing conditions and possibilities for reform?