Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education

Kerri Hauman; Stacy Kastner; Alison Witte

Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education

Kerri Hauman
, Stacy Kastner
, Alison Witte

Academic Success Center

Research output: Contribution to journal › Article › peer-review

Abstract

This article reports on the findings of a pilot study conducted in 2011 that investigated technology-pedagogy preparation for graduate students in PhD-granting rhetoric and composition programs in the United States. The study aimed to answer two questions: (1) Are rhetoric/composition doctoral programs preparing their students to teach with technology?; and (2) If so, how? Based on our findings, we believe it is futile to prescribe one approach to techno-pedagogy preparation and insist that techno-pedagogy needs to be both dispersed and integrated throughout English studies graduate curricula. [ABSTRACT FROM AUTHOR]

Original language	American English
Pages (from-to)	45-57
Number of pages	13
Journal	Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture
Volume	15
Issue number	1
State	Published - 2014

Keywords

composition (language arts) -- study & teaching
education -- aims & objectives
educational technology -- research
graduate students
research
rhetoric -- study & teaching (graduate)

Cite this

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title = "Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education",

abstract = "This article reports on the findings of a pilot study conducted in 2011 that investigated technology-pedagogy preparation for graduate students in PhD-granting rhetoric and composition programs in the United States. The study aimed to answer two questions: (1) Are rhetoric/composition doctoral programs preparing their students to teach with technology?; and (2) If so, how? Based on our findings, we believe it is futile to prescribe one approach to techno-pedagogy preparation and insist that techno-pedagogy needs to be both dispersed and integrated throughout English studies graduate curricula. [ABSTRACT FROM AUTHOR] ",

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T1 - Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education

AU - Hauman, Kerri

AU - Kastner, Stacy

AU - Witte, Alison

PY - 2014

Y1 - 2014

N2 - This article reports on the findings of a pilot study conducted in 2011 that investigated technology-pedagogy preparation for graduate students in PhD-granting rhetoric and composition programs in the United States. The study aimed to answer two questions: (1) Are rhetoric/composition doctoral programs preparing their students to teach with technology?; and (2) If so, how? Based on our findings, we believe it is futile to prescribe one approach to techno-pedagogy preparation and insist that techno-pedagogy needs to be both dispersed and integrated throughout English studies graduate curricula. [ABSTRACT FROM AUTHOR]

AB - This article reports on the findings of a pilot study conducted in 2011 that investigated technology-pedagogy preparation for graduate students in PhD-granting rhetoric and composition programs in the United States. The study aimed to answer two questions: (1) Are rhetoric/composition doctoral programs preparing their students to teach with technology?; and (2) If so, how? Based on our findings, we believe it is futile to prescribe one approach to techno-pedagogy preparation and insist that techno-pedagogy needs to be both dispersed and integrated throughout English studies graduate curricula. [ABSTRACT FROM AUTHOR]

KW - composition (language arts) -- study & teaching

KW - education -- aims & objectives

KW - educational technology -- research

KW - graduate students

KW - research

KW - rhetoric -- study & teaching (graduate)

UR - http://pedagogy.dukejournals.org/cgi/doi/10.1215/15314200-2799164

UR - https://www.mendeley.com/catalogue/da5c6a5d-cc4f-388f-9549-f031ef04a247/

M3 - Article

VL - 15

SP - 45

EP - 57

JO - Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture

JF - Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture

IS - 1

ER -

Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education

Abstract

Keywords

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