Teaching in the Computer Classroom: Instructor Authority

Instructor Authority in the Computer Classroom

Adapted from the Instructor's manual for The Allyn & Bacon Guide to Writing.

One issue of concern and celebration in computer-assisted instruction is the redistribution of teacher authority. In part, this shifting is driven by the mediation of the network and screen. For instance, in an electronic discussion, messages can be strangely disconnected from their speakers. Although a name is attached to each statement, when messages roll down a screen organized only by the order in which they are sent, there may appear to be little difference between a comment made by the instructor and one put forth by a student. They are equal voices in the conversation.

In many ways this is a good thing. Not only are messages judged more on their own merits than on the basis of who sends them, the relatively egalitarian nature of these forums prompts more students to contribute. As you might guess, however, the shifting of authority can also be a cause for concern. Electronic conversations may devolve into frivolous play, even name-calling and offensive speech. The best strategy is to have the class develop guidelines for electronic conversations, e-mail, or other activities. Occasionally, you may have to intervene, but if you give the class an active role in establishing the ground rules, you'll nip many problems in the bud.

A final point is that, although teaching with computers is a form of co-learning, it isn't at all divorced from traditional roles. You'll still have the authority of a teacher, but you'll be working with a new environment. Consider your knowledge and communications skills as an asset to the classroom. Design activities through which you guide students toward concepts and new skills. If you strive for an environment that maximizes your role as facilitator and practicing expert, you'll most likely have few problems with authority.