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
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Topics
rhetorical criticism writing pedagogy graduate education
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Citation Context

Cited by in this index (1)

  1. Tham et al. (2026)
    The User Experience of Virtual Reality for Longitudinal Writing: A Diary Study …
    Journal of Technical Writing and Communication

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CrossRef global citation count: 2 View in citation network → Build reading path →

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