Although we believe that Connections can be useful for instructors who are teaching in traditional classrooms, the majority of people adopting this textbook will probably be teaching in a computer-assisted environment. As more and more colleges and universities bring classrooms on-line, many rhetoric and composition instructors may find themselves experimenting with computer-assisted pedagogy. Rather than jumping right into a discussion of the materials in Connections, then, we thought that we would begin this instructors' manual by offering a few suggestions about teaching in a computer-assisted classrooman experience that can be both challenging and rewarding.
The term "computer-assisted environment" can take on radically different meanings depending on the situation at your institution. Equipment and policies will certainly vary, and instructors will be faced with different levels of access to machines, perhaps teaching in a traditional classroom but using a computer lab extensively, splitting time in a computer classroom with one or more classes, or conducting all classes in a computer-assisted environment. Each of these scenarios poses its own challenges and you'll want to tailor classroom practices to match the resources that are available to your students. In our experience, however, there are several general strategies for computer-assisted instruction that can be applied across a wide range of situations. We'll start this section, then, by offering a few "golden-rules" of computer-assisted pedagogy.
Have a backup plan. This is probably the most often cited, and least frequently followed computer-assisted teaching paradigm. Always keep in mind the myriad of problems that can arise when planning a lesson: students may not have the proper login, local networks go on the fritz just as class begins, and Web sites mysteriously lose their DNS entries halfway through an exercise. The first rule of pedagogy to know and come to terms with, then, is that the technology is simply not always going to work the way you expect it to. If you have a backup lesson plan that you can immediately switch to when chaos begins to claim your class activitiesparticularly a plan that doesn't involve computersyou will almost certainly save yourself from one or two disastrous class days each semester.
Remember, though, that technological problems will inevitably arise in your class, and often there won't be anything you can do about it. Occasionally, an experienced instructor will be able to troubleshoot problems as they arise, but between the limitless number of things that can possibly go wrong in a computer classroom and the spur of the moment pressure imposed during class time, every instructor will almost certainly run into a problem that he or she cannot solve at the moment (if ever). Don't waste class time trying to solve a problem that you don't think can be easily fixed, and don't hesitate to ask for help from students or support people if you need to move on with the lesson.
Build extra time into your syllabus for on-line activities. A second way to avoid the frustration of losing class time to unexpected computer problems is simply to budget time for them when you make your syllabus. The fact is that teaching computer activities takes timeeven when everything goes perfectly. Set aside in-class workshop days throughout the semester to help your students set up e-mail accounts, work through exercises for Web research, learn the basics of HTML, or perform other on-line activities. Students will appreciate the extra instruction, and you can make sure that the entire class is "on the same page" in terms of the technical aspects of computer-assisted composition. Once students are familiar with technology they can do more self-paced work outside of class, so the initial time spent will eventually pay off.
Be aware of different levels of student knowledge and expertise. One of the most challenging aspects of computer-assisted pedagogy is striking a balance between too much technical instruction and too little. It is almost always the case that students will come into your classes with widely varying levels of technical expertise and comfort. Among other things, this disparity can often create tension within the class dynamic and can raise difficult questions about evaluating student work. As an instructor, you'll need to find ways of raising the confidence and skill level of less-experienced students while still keeping the attention of those who are more technologically savvy.
One good way of doing this is to ask the students who are more familiar with the computers to help get their classmates up to speed. Additionally assigning collaborative projects and warm-up exercises can ameliorate some disparities. Another helpful strategy is to run optional workshops outside of class. Regardless of how much you try, though, it's unlikely that you'll ever completely erase the gaps between your students' varying levels of technical knowledge. It is important, therefore, to find ways of evaluating student work in an equitable manner, giving credit for different types of expertise and factoring in the degree of technical skill that each student starts the class with. (For information about student evaluation see the "Authors' Suggestions" in the Chapter One Outline of the Instructors' Manual.)
Explore the technology yourself before introducing it to your class. A frequent cause of problems in computer-assisted classrooms comes from the rapid changes that are taking place in hardware and software development. You'll need to get the latest handouts about using the technology at your institution. The "How to Set Up Your E-Mail Account" handout that you used last semester may very well be out of date this semester. Similarly, if you are working from memory, it is easy to create a handout with a small mistake about where to save a file, or which step goes forth and which fifth. These small mistakes may not cause major problems for your more technologically competent students, but they can be disastrous for beginners. It pays to walk through your handouts step by step before giving them to your class. Make sure the software is the same as it was the last time you performed this task. Check that all URLs and addresses are correct. Look carefully at any confusing language. In general, make sure that you are comfortable with the technology before you introduce it so that you'll be able to troubleshoot any problems as they arise.
Evaluate the time commitments required to implement Internet technology. One of the most difficult aspects of teaching in a computer-assisted environment is having to make decisions about the benefits of using a particular technology versus the time and pedagogical commitments that will be required for you and your students. Failing to allot sufficient time for MU* building or Web design may simply lead to frustrated students and sub-par projects. Think carefully about how long a particular assignment will take, and allot extra time for more complex projects. Also consider ways of unifying activities within your syllabus. If you use newsgroups to explore issues of audience early in the semester, it will be easier to assign a newsgroup research exercise later in the term.
Put teaching goals first, technology second. This is probably the most important piece of advice that we can give. It is common for teachers who are new to the computerized classroom to feel like they need to use all the technology, all the time. While we certainly don't want to dissuade teachers from using computer technology in their courses (not a smart move if you're trying to sell a textbook about writing with the Internet), we do want to preach caution and moderation. With all the amazing tools that surround teachers in this environment, it is easy to get caught up in new technologies. Our experience tells us that technology is much more pedagogically effective if it is integrated into a set of clear, well-defined teaching goals. Don't just use aspects of the Internet because they are available; both you and your students will quickly tire of spending a lot of time for a minimal return. Integrate technologies into your syllabus in ways that complement the skills and ideas that you are trying to teach.
One of the keys to success in teaching with computers is not to overwhelm students with unfamiliar technology. Obviously, presenting too much information in a short period can confuse students rather than acquaint them with a new subject. You can ease your students' entry into a computer-assisted class by introducing them to the technology you'll be using early in the semester. That way, they can get used to the technology as the class progresses. Some basic strategies for this process include giving assignments with the sole purpose of acquainting students with a particular technology, and making work in that technology a regular part of the course. You can assign the Internet Nuts and Bolts section, as well as the introductory sections on Web browsing, e-mail and newsgroups, early in the semester in conjunction with tasks that require students to interact with the technology.
One of the most fundamental steps in getting your class oriented in an on-line classroom is presenting your own material coherently in an electronic format. Having your students view the course syllabus or a class assignment, for example, as an electronic document immediately orients them to the environment in which they will be working, and can be a stepping stone toward more complex on-line activities. A class Web site can be particularly valuable as a way of introducing students to the technology. The Web site can serve as a repository for the many different types of documents produced in a class: from course readings and the latest assignments to helpful resources and even student projects. In addition, you can gather introductory and instructional material for any number of Internet media.
Your electronic creations can also serve as an example of the type of document you want your students to create. If you want your students to create pages that stress visual layout or that include appropriate graphics, you can incorporate those elements into your own composition. This is particularly true of a class Web site where you can create numerous pages that, along with providing useful content, can serve as models of design for your students to emulate.
Teaching your students the basics of Web browsing and searching (covered in Chapters Seven) early in the course can equip them to discover materials for their class assignments throughout the semester. If you spend a little time teaching them how to search and save materials from the Web, you can easily require them to bring in documents in conjunction with a class discussion or include Web sources in a composition. Then, as their proficiency grows, having students create annotated Web bibliographies or perform detailed research as part of a larger composition will not be such an onerous task.
Because of the difficulty of Web building, you'll want to introduce students to it as early as possible. By having a few assignments that gradually build students' HTML skills before a major assignment, students have the opportunity to learn HTML at their own pace and without the pressure of a significant project. In addition, once your students know how to build with HTML, they can create Web pages for any of their assignments and continue to expand their own Web sites. Using the Web, students can document their progress in the course and create a consistent interface for their work. This also allows them to incorporate more sophisticated HTML in later projects as they increase their knowledge of the medium. Try performing Exercises 17.1 and 18.1 as a way of getting your students to begin Web building.
In the same way that you can accustom your class to the Web by having them use materials on your class site, you can familiarize them with e-mail by encouraging them to use e-mail to exchange materials, keep in contact with each other and to ask questions of the class. To involve your class with the medium, you can have them each send an introductory biographical message to the class discussion list, exchange papers and peer reviews over e-mail, or direct questions to the list. Most important, send messages to the class list frequently. If you e-mail assignments and announcements, you can get your students in the habit of checking their mail regularly. Some instructors even require students to check their mail by a certain time the day before class just in case any important information needs to be passed along.