Conclusions
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Conclusions
In a discussion of Electronic Communication Across the Curriculum (ECAC) in
Academic.Writing, Susan McCleod (2000) says, "I think it is vital
that those of us interested in pedagogy across the curriculum get involved
in designing ways to use technology, so that we can ensure that technology
is enabling learning in the disciplines rather than returning us to the 'delivery
of information' model of education." My research into WebMC supports
this argument that it's critical for WAC to focus on electronic communication.
It's important for WAC practitioners to discuss websites, electronic discussion
boards, and listservs in WAC workshops; to become actively involved in the
teacher training for electronic pedagogy, and to research and report on WAC
and technology. Just as early WAC practitioners such as James Britton, Elaine
Maimon, Toby Fulwiler, Art Young, and Barbara Walvoord fought against the
passive, "banking" model of education and tried to persuade faculty
across disciplines to see writing as an active, meaning-making activity, it's
critical that WAC practitioners now argue for active-learning on-line. My
research leads me to believe that instructors who lecture in the traditional
classroom will just continue to "lecture" on-line, even given course-in-the-box
communication tools such as discussion boards and listservs.
Of course, becoming involved in electronic communication presents WAC practitioners
with new kinds of hurdles. At Florida State, Academic Computing controls the
training involved with WebMC, and they are more interested in the nuts and
bolts of technology than electronic pedagogy. Because WAC is not well established
at Florida State, it's difficult for me as a WAC practitioner to become involved
in the training for WebMC. However, I have included more discussion of electronic
pedagogy in the faculty workshops I give on assigning and responding to student
writing. I discuss the advantages of informal, exploratory writing in discussion
boards and listservs, and suggest ways instructors might use these communication
tools for prewriting, reflection, and collaboration.
As more and more institutions push for computer-assisted and distance learning
courses, WAC practitioners need to be active participants in both helping
to choose technology and helping train teachers to use the technology effectively.
As Anne Herrington (2000) argues, "Participants in WAC programs need
to keep informed of new technologies, have occasions to discuss their capabilities
and impacts, and participate in shaping them." I don't think WAC workshop
leaders need to necessarily become computer wizards, but they do need to stay
familiar with effective ways to use tools such as chat rooms, discussion boards,
and listservs to help instructors across the curriculum improve communication
as they move on-line.