The computer-mediated classroom comes with unique challenges, especially for those most familiar with teacher-centered practices. Having taught writing courses in both traditional and computer classrooms, I prefer the latter. For me, teaching in a computer-mediated classroom supports the writing course objective–to practice writing.
Teachers take on a different role in the computer-mediated classroom. Unlike the traditional teacher-centered setting, the computer classroom is student-centered. Talking-head educators (you know who you are) are required to alter teaching practices when working in a computer-mediated classroom. This is a good thing. In general, the less time teachers spend talking to (or at) students, the more time students can spend writing. I’m not saying that a traditional teacher-centered course doesn’t have its merits, some do. Indeed, I’ve sat through my share of brilliant lectures. However, these inspiring orators rarely focused their attention on writing, even when the course subject was literature. This is an issue that I will explore further in another post. Suffice it to say that a Gen Ed literature course is still, at its core, a writing course.
In the computer classroom, I want students to be actively engaged with their learning outcomes. To facilitate active engagement, I give students specific tasks (group or individual) and expect them to take responsibility for its completion. I spend a good portion of my class time sitting with each student and discussing their work or answering questions. These mini conferences are useful for both student and teacher. Students receive personalized attention with specific problems in real time. And likewise, teachers benefit from the conferences because they can work with students during the writing process rather than after. Yes, it can be exhausting, especially after back-to-back classes on an empty stomach, but the results are rewarding. I find that the one-on-one time not only helps students improve their writing, it also affords me an opportunity to practice articulating sentence level issues in a manner that students can understand.
The biggest challenge of teaching in a computer-mediated classroom is planning activities that will enhance lesson plan objectives. I spend a good deal of time planning effective and interesting activities that are relevant to the coursework. As a rule, I never assign arbitrary computer related tasks. It is a waste of my time as well as my students.
I also like to teach students how to utilize the technology that that they use on a regular basis. Microsoft Word, the “gold standard” of word processing software, is equipped with tools that even regular users are unaware. I can’t tell you how many students learn about the annotation feature for the first time in my class. My suggestion is to teach your students (and yourself) how to take advantage of the tools that are available. If you aren’t familiar with the tools. Tutorials are readily available on the Internet. Take the time to search them out.
Don’t be intimidated by technology. It is a tool that will support your writing course objectives and outcomes. Initially you will need some time to adjust your teaching practices for the computer-mediated classroom, however, in the end, you as well as your students will benefit.
It is possible to teach in a traditional classroom without being a “talking head,” but I definitely see the benefits of having a computer classroom for teaching with Word, MLA formatting, etc. And internet activities, of course. Lectures and teacher-centered learning do still have a place, but regardless of their merit they’ll be phased out once the funds become available to give every teacher a computer classroom.