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Computers in the Composition Classroom introduces new teachers and scholars to the best thinking and practices that inform sound computer-assisted writing pedagogy. Chapters focus on critical issues such as literacy and access; identity and online writing practices; composing online; and the future of technology and writing.
These well-respected authors provide a rationale for integrating computers into the classroom curriculum by using them as tool, rather than just an instructional delivery device. Accessible for even teachers with limited computer knowledge teachers are provided with a ten-step NTeQ (iNtegrating Technology for inQuiry) model for developing and implementing integrated lesson plans. Word processing, spreadsheets, databases, publishing software, the Internet, and educational software are all explored, with the goal of demonstrating how to determine whether or not computers should be used and how best to use them. Helping teachers connect what they are learning to their daily planning and instruction the content within each chapter is also aligned with the new ISTE National Educational Technology Standards for Students (NETS-S) and Teachers (NETS-T), revised in 2007 and 2008, respectively. A new feature throughout the book, The Teacher Diary, documents teacher experiences as they incorporate the NTeQ model in the classroom. The popular NTeQ Lesson Plans have also been expanded to be included in Chapters 7-11.
Impelled by a demand for increasing American strength in the new global economy, many educators, public officials, business leaders, and parents argue that school computers and Internet access will improve academic learning and prepare students for an information-based workplace. But just how valid is this argument? In Oversold and Underused, one of the most respected voices in American education argues that when teachers are not given a say in how the technology might reshape schools, computers are merely souped-up typewriters and classrooms continue to run much as they did a generation ago. In his studies of early childhood, high school, and university classrooms in Silicon Valley, Larry Cuban found that students and teachers use the new technologies far less in the classroom than they do at home, and that teachers who use computers for instruction do so infrequently and unimaginatively. Cuban points out that historical and organizational economic contexts influence how teachers use technical innovations. Computers can be useful when teachers sufficiently understand the technology themselves, believe it will enhance learning, and have the power to shape their own curricula. But these conditions can't be met without a broader and deeper commitment to public education beyond preparing workers. More attention, Cuban says, needs to be paid to the civic and social goals of schooling, goals that make the question of how many computers are in classrooms trivial.
In this revolutionary book, a renowned computer scientist explains the importance of teaching children the basics of computing and how it can prepare them to succeed in the ever-evolving tech world. Computers have completely changed the way we teach children. We have Mindstorms to thank for that. In this book, pioneering computer scientist Seymour Papert uses the invention of LOGO, the first child-friendly programming language, to make the case for the value of teaching children with computers. Papert argues that children are more than capable of mastering computers, and that teaching computational processes like de-bugging in the classroom can change the way we learn everything else. He also shows that schools saturated with technology can actually improve socialization and interaction among students and between students and teachers. Technology changes every day, but the basic ways that computers can help us learn remain. For thousands of teachers and parents who have sought creative ways to help children learn with computers, Mindstorms is their bible.
A landmark volume that explores the interconnected nature of technologies and rhetorical practice Rhetorical Machines addresses new approaches to studying computational processes within the growing field of digital rhetoric. While computational code is often seen as value-neutral and mechanical, this volume explores the underlying, and often unexamined, modes of persuasion this code engages. In so doing, it argues that computation is in fact rife with the values of those who create it and thus has powerful ethical and moral implications. From Socrates’s critique of writing in Plato’s Phaedrus to emerging new media and internet culture, the scholars assembled here provide insight into how computation and rhetoric work together to produce social and cultural effects. This multidisciplinary volume features contributions from scholar-practitioners across the fields of rhetoric, computer science, and writing studies. It is divided into four main sections: “Emergent Machines” examines how technologies and algorithms are framed and entangled in rhetorical processes, “Operational Codes” explores how computational processes are used to achieve rhetorical ends, “Ethical Decisions and Moral Protocols” considers the ethical implications involved in designing software and that software’s impact on computational culture, and the final section includes two scholars’ responses to the preceding chapters. Three of the sections are prefaced by brief conversations with chatbots (autonomous computational agents) addressing some of the primary questions raised in each section. At the heart of these essays is a call for emerging and established scholars in a vast array of fields to reach interdisciplinary understandings of human-machine interactions. This innovative work will be valuable to scholars and students in a variety of disciplines, including but not limited to rhetoric, computer science, writing studies, and the digital humanities.
Class in the Composition Classroom considers what college writing instructors should know about their working-class students—their backgrounds, experiences, identities, learning styles, and skills—in order to support them in the classroom, across campus, and beyond. In this volume, contributors explore the nuanced and complex meaning of “working class” and the particular values these college writers bring to the classroom. The real college experiences of veterans, rural Midwesterners, and trade unionists show that what it means to be working class is not obvious or easily definable. Resisting outdated characterizations of these students as underprepared and dispensing with a one-size-fits-all pedagogical approach, contributors address how region and education impact students, explore working-class pedagogy and the ways in which it can reify social class in teaching settings, and give voice to students’ lived experiences. As community colleges and universities seek more effective ways to serve working-class students, and as educators, parents, and politicians continue to emphasize the value of higher education for students of all financial and social backgrounds, conversations must take place among writing instructors and administrators about how best to serve and support working-class college writers. Class in the Composition Classroom will help writing instructors inside and outside the classroom prepare all their students for personal, academic, and professional communication. Contributors: Aaron Barlow, ​Cori Brewster, ​Patrick Corbett, ​Harry Denny, Cassandra Dulin, ​Miriam Eisenstein Ebsworth, ​Mike Edwards, ​Rebecca Fraser, ​Brett Griffiths, ​Anna Knutson, ​Liberty Kohn, ​Nancy Mack, ​Holly Middleton, ​Robert Mundy, ​Missy Nieveen Phegley, ​Jacqueline Preston, ​James E. Romesburg, ​Edie-Marie Roper, Aubrey Schiavone, Christie Toth, ​Gail G. Verdi
Just as the majority of books about computer literacy deal more with technological issues than with literacy issues, most computer literacy programs overemphasize technical skills and fail to adequately prepare students for the writing and communications tasks in a technology-driven era. Multiliteracies for a Digital Age serves as a guide for composition teachers to develop effective, full-scale computer literacy programs that are also professionally responsible by emphasizing different kinds of literacies and proposing methods for helping students move among them in strategic ways. Defining computer literacy as a domain of writing and communication, Stuart A. Selber addresses the questions that few other computer literacy texts consider: What should a computer literate student be able to do? What is required of literacy teachers to educate such a student? How can functional computer literacy fit within the values of teaching writing and communication as a profession? Reimagining functional literacy in ways that speak to teachers of writing and communication, he builds a framework for computer literacy instruction that blends functional, critical, and rhetorical concerns in the interest of social action and change. Multiliteracies for a Digital Age reviews the extensive literature on computer literacy and critiques it from a humanistic perspective. This approach, which will remain useful as new versions of computer hardware and software inevitably replace old versions, helps to usher students into an understanding of the biases, belief systems, and politics inherent in technological contexts. Selber redefines rhetoric at the nexus of technology and literacy and argues that students should be prepared as authors of twenty-first-century texts that defy the established purview of English departments. The result is a rich portrait of the ideal multiliterate student in a digital age and a social approach to computer literacy envisioned with the requirements for systemic change in mind.
In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode. The book discusses factors that may impact on the nature and outcomes of collaborative writing, and examines the beliefs about language learning that underpin learners' and teachers' attitudes towards pair and group work. The book critically reviews the available body of research on collaborative writing and identifies future research directions, thereby encouraging researchers to continue investigating collaborative writing activities.
The cry for and against computers in the classroom is a topic of concern to parents, educators, and communities everywhere. Now, from a Silicon Valley hero and bestselling technology writer comes a pointed critique of the hype surrounding computers and their real benefits, especially in education. In High-Tech Heretic, Clifford Stoll questions the relentless drumbeat for "computer literacy" by educators and the computer industry, particularly since most people just use computers for word processing and games--and computers become outmoded or obsolete much sooner than new textbooks or a good teacher. As one who loves computers as much as he disdains the inflated promises made on their behalf, Stoll offers a commonsense look at how we can make a technological world better suited for people, instead of making people better suited to using machines.
Designed to cater to the needs of both novice and seasoned writing instructors, this book provides a range of practical and adaptable strategies for integrating generative artificial intelligence (AI) into English writing curricula. Generative AI in the English Composition Classroom proposes strategic methodologies to ensure that AI is utilized as a facilitator of learning and creativity, rather than as a shortcut to academic success. With a particular emphasis on sophisticated large language models such as Claude, ChatGPT, and Gemini, this book critically addresses potential challenges, including concerns related to academic integrity. It includes case studies and practical strategies to exemplify how AI can enhance the writing process while emphasizing the continuing importance of a solid foundation in writing structure, processes, and rhetorical strategies. These case studies and strategies are designed for immediate application, offering educators and students practical tools to effectively navigate AI-augmented writing environments. Finally, the book looks to the future, discussing the evolving skillsets required in the workforce and how educators can equip students for a future in which AI is an integral component. A forward-thinking and invaluable guide, this book will be of interest to educators involved in teaching English Composition and writing.