A plethora of educators and politicians grant agency to Computer Technology–which promises solutions to social problems. Because these claims remain unsubstantiated, we need a critical technological literacy–which examines "the complex set of [. . .] values, practices, and skills involved in operating [. . .] within electronic environments" (Selfe)–to determine how, why and to what ends computer technology is appropriated in higher education. The most visible and valuable research is highly theoretical: network theory, rhetorical theory, literacy theories. Informal narratives and reports, rather than formal research, commonly describe pedagogical inquiry. Collections, such as David Brown's Teaching with Technology, emphasize innovations purporting to enrich classroom practice. Whether the innovations are truly inventive or integral to the work of the course is evident in some cases and doubtful in others. Much of the empirical research, designed to determine the efficacy of technology, has proven flawed or inconclusive. There remains no conclusive evidence, for instance, that computers have increased profits in the workplace or even improved writing skills.

This study provides and demonstrate empirical rigor in investigating pedagogical claims for technology. Both innovative methodologies–postmodern mapping–and traditional methodologies–surveys and interviews–are applied in examining if or how teaching practices and philosophies at University of Nebraska-Omaha have been altered as a result of using computer technology in individual courses. The courses under consideration includes a broad sampling from the humanities, sciences, and social sciences. I examine how teachers utilize the Web-based application called Course Info and compare syllabi before and after the implementation.

The extent to which teaching practices and philosophies are altered illustrate the function of technology. Ultimately, teachers need to know if that function is crucial to the teaching and learning process.