Writing Teachers for Twenty-First-Century Writers

Pedagogy Jan 2015

Writing Teachers for Twenty-First-Century Writers

Kerri Hauman ; Stacy Kastner ; Alison Witte

Abstract

This article reports on the findings of a pilot study conducted in 2011 that investigated technology-pedagogy preparation for graduate students in PhD-granting rhetoric and composition programs in the United States. The study aimed to answer two questions: (1) Are rhetoric/composition doctoral programs preparing their students to teach with technology?; and (2) If so, how? Based on our findings, we believe it is futile to prescribe one approach to techno-pedagogy preparation and insist that techno-pedagogy needs to be both dispersed and integrated throughout English studies graduate curricula.

Journal: Pedagogy
Published: 2015-01-01
DOI: 10.1215/15314200-2799164
Open Access: Closed
Topics: graduate education

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Preparing 21st-Century Faculty to Engage 21st Century Learners: The Incentives and Reward…

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