Introduction

The collection of materials included here are designed to assist those, who for the first time, find themselves administering and developing an ongoing program for training teachers to use technology in the composition classroom. We have assumed that to create critical and ethical approaches to teacher technology training, developers will work collaboratively with various stakeholders to ensure that pedagogical and technological goals are clearly defined, responsive, and shared. A collaboratively produced plan for training should include how the training will support the long-term goals and objectives of the academic program, how student needs or learning outcomes will be linked to training, how faculty/instructor needs will be assessed to shape training, and how the effectiveness of the training program will be assessed.

The section, Locating and Assessing Funding, offers a heuristic for determining training costs and possible sources of funding to cover those cost. It also provides a budget worksheet and lists of references, guides, and web sties focused on funding and funding sources.

The Exploring and Evaluating Non-Program Teacher Training section furnishes the tools needed to identify and evaluate non-program training options -- training not directly funded or affiliated with the specific department or academic program -- including search terms, web resources, and heuristics to guide the search process.

Potential Models offers descriptions and evaluations of the various ways of structuring teacher training and provides tools for assessing the needs and potentials of technology training as it concerns instructors, courses, students, and the institution. In addition, it suggests initiatives for facilitating program development.

The section on Computer Space Configuration affords an overview of the potential strengths and weakness of different classroom layouts, and it provides an extensive bibliography of articles focused on this issue.

Finally, the section on Cross-Training Teachers for Multiple Computer Spaces provides a short description of the major issues to be addressed in developing a technology training program across multiple computer labs and examines the potential benefits and concerns for each issue. It also includes a computer space checklist, a sample checklist completed for the University of Arizona's Writing Program, and a heuristic for conducting an analysis of multiple computer spaces.