Reading Response: Prompt 2 by Jimmy Martell
Reponse to Prompt: II
A common theme in the readings for class is the role of technology in writing. The texts goes into detail about how writing has evolved and what role technology has contributed to the evolution of writing. In the essay “Evolution of the Computer and Writing Conference, the Second Decade” and “From Liquid Paper to Typewrites: Some Historical Perspectives on Technology in the Classroom” share similar reports on technology and writing.
Gerard introduces us to the “modern era” of writing and how it has expanded from traditional forms of composition. According to Gerard, writing encompasses “PowerPoint presentations, blogs, iMovies, Zines, and MOO rooms, among other documents” (Gerard pg 67). These new writing creations challenged the norms of conventional writing approaches.
In addition to teaching thesis statements and semicolons in the classroom, time is allocated to instruct students how to use multimedia technologies. The introduction of new technology has created uncertainty to the gatekeepers of the writing tradition. The main concern is wheather these new technologies are conducive for teaching traditional writing for example: thesis statements, grammar, punctuation, etc (Gerard pg 68). Gerard incorporation of technology was validated over time and later became “cutting edge”.
Kalmbach article shares a story of failed validation. In his article, the Wood and Freeman study was featured (An Experimental Study of the Educational Influences of the Typewriter in the Elementary School Classroom). The study’s goal was to monitor the influences of the typewriter in the classroom. In short, the study revealed a number of positive influences the typewriter had in a classroom setting. In lieu of the advantages of the typewriter, it disappeared from the classroom. This was mainly due to the criteria used to evaluate educational methods. The results from the study were considered marginal. The gatekeepers that monitored methodologies did not considered the results of the study to bear weight. The end result was the disappearance of the typewriter. Both articles share how new classroom technologies need to validate themselves as reliable pedagogical tools in the classroom.
The history also shows a slow and gradually acceptance of technology in writing pedagogy. Overtime, writing and technology (computer along with multimedia tools) have become inseparable, wedded over time, a better or for worst relationship. Both agree that the computer will continue to be integrated in the classroom. Gerard is more optimistic about the future of technology in the classroom. He embraces the challenges of technology in the classroom and its potential possibility. Kalmbach also embraces technology and believes it will continue to be integrated in the classroom as long advocates of technology continually articulate the advantages of technology.
Aside from the above, technology changes bring new demands. Both articles share how students along with professor have to “scramble to be up to date with new versions of programs, web designing, trends in rhetoric and composition (Gerard 69). Keeping up with the changes of the computer industry is an on-going never ending task (Kalmbach pg57). Another common thread among the readings was the expensive nature of these new technologies and the challenges that may pose to some segments of society. Gerard mentioned that most people attending his conference were white. This observation is a micro example of a disparity that is evident on the macro levels of society. Access to technology is limited and often times most accessible to people of a higher socioeconomic status.
For the most part, the articles agree. The most notable difference is Kalmbach’s concern about the disappearance of the computer if its advantages are not articulated and accepted by the gatekeepers.
