It actually took me a good while to figure this out; perhaps I'm the last to know. :-)
Be that as it may, I find this formula useful as I think through course,
unit and individual class plans. If I can articulate clear goals at each
of those stages, I am much better prepared to assess the usefulness of
any
teaching technology as it relates to my students' ability to effectively
achieve those goals. If, at the same time, I can relate those goals to
the characteristics of the specific technology tool I'm considering,
then I am much better prepared to defend my choices. Further, I am able
to articulate to students exactly how they will benefit from technology
in the classroom if I have given those issues serious consideration in
the planning process. Every course (and every assignment) has goals unique
to each writing program and instructor; however, I believe there are some
identifiable general characteristics of
synchronous communication, as well as some fairly
common first-year writing course goals, that can be combined in such
a way that students can benefit enormously.
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