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Articles Conference Reviews |
200773GraupnerSession 7.3: Identity, Prosthesis, and Perspective: A Multi-disciplinary Exploration of Using Technology in the Fist-Year/Introductory Classroom
Juliette M. Ludeker and Wendy K. Z. Anderson (Purdue University) In their presentation, “Prosthesis, Identity, Perspective: Multidisciplinary Exploration of Using Technology in a First Year College/Introductory Classroom,” Juliette Ludeker and Wendy Anderson used research on the relationships between technology and the self, and in particular cyborg theories, to create a sample teaching unit for bringing electronic/digital technologies into the classroom in meaningful ways. This unit was created in response to the presenters’ needs to find more productive means for situating technology in their classrooms so that it functions as more than just a tool supplementing a traditional curriculum. Creating a teaching unit of this type is also appropriately situated among the increasing need for instructors to incorporate technology and critical media-literacy skills into the writing classroom at all levels in the academy. This makes Ludeker and Anderson’s presentation fitting for both practical use and theoretical discussion. The four-week “Identity, Prosthesis, Perspective” unit was created with first-year instructors and students in mind with enough flexibility for it to be implemented in universities with differing levels of access to technology. In an overview of the assignment, Ludeker and Anderson explain that “the themes of this unit revolve around electronic/digital technology as various aspects of it relate to personal identity, to perspective, and as extension of self.” These themes are specifically addressed in a unit assignment which asks each student to critique an electronic/digital artifact that is either essential to daily living or that seems “invisible” due to its common use. Once choosing an artifact to critique, students are expected to use a medium (e.g. Photoshop, Dreamweaver, podcast, etc.) in which to “write” the critique itself. The medium can be anything students are already familiar with or would like to become familiar with, thus leaving room for students to bring new technologies to the classroom as well. By the end of the unit, students complete an artifact critique, a final artifact (reflecting the changes suggested from the critique), a formal presentation, and a reflective essay. Though Ludeker and Anderson have yet to implement this unit into practice, they expect to find a number of strengths and weaknesses. This unit has the potential to encourage student agency as it allows students to choose technologies they value, and facilitates reflection that can extend beyond the composition classroom and eventually the workplace. Additionally, this unit may have limitations such as the availability of digital materials within academic departments and among students in the classroom. Further, the unit becomes somewhat problematic in terms of student and teacher expectations, especially when assessing a variety of multimodal texts at the end of the semester. Ludeker and Anderson conclude their presentation by suggesting that this unit will lead to more effective uses of technology in their composition classrooms, and will provide an example for how other instructors can develop their curricula similarly.
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