The basic writing classroom described in these few screens is in no way technologically innovative. The MOO was short-lived and sparely programmed. If I created a similar classroom today, I would probably use a combination of synchronous and asynchronous communication tools readily available with most digital teaching tools. Although ENFI was the beginning of synchronous peer-to-peer communication in the writing classroom, the boundary between deaf and hearing cultures is a divide not normally addressed by computers and writing research. It lead my students to communication with Others - deaf and hearing individuals whose "voice" they might not usually discover - and led me to encounter an under-served community of deaf and hearing-impaired students. These students challenged my sense of the institution's ability to meet the demands of the Americans with Disabilities Act, and exposed me to the "deafened moment."

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deaf:audist | hearing pedagogy | enfi | techno-teaching
city on the hill | "othered" outside
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