Review of Ch. 1, 2, 5, 6, 7, 8, 9, 11, 12, 13
In general, this book covers several points of view about the pros and cons of technology in writing. There are some valid perspectives in spite of the outdatedness of some of the articles. It provides an interesting insight into the fears and/or concerns of educators at the time it was published (1999).
Specifically, “Access” by Charles Moran is a bit unfair. In spite of all of the data and facts provided, there has been a change since the time this article was written. Although there are still many students who may not own a computer, many libraries and schools are keeping up with the race for techology to be up-to-date and available for student use. Thus, taking into consideration that this article is outdated, it contains some valid points about the transition in technology.
Chapter 5, “Petals on a Wet Black Bough,” is formatted in a way that catches a reader’s attention. However, I am rather old fashioned when it comes to reading articles. Perhaps it is because this artile reads like a zine that I don’t take it too seriously. In other words, the article loses some credibility in that it is not as “professional” as expected. The content, however, is thought provoking.
“From Pencils to Pixels” is particularly interesting to me because I enjoy learning the history of something, whether it is a theory or product, and how it progresses mophologically. The article provides a perspective of writing that is innovative. One would hardly consider a pencil to be cutting edge or controversial, but Baron points out how pencils did, indeed, shake up the writing world. In this light, computer and technology must be considered equally controversial as a new medium.
In addition to the articles referenced above, the other authors allow technology to be considered as a unique pedagogy when critics would say that technology is no more than a tool. Admittedly, there are valid points on both sides of the argument. The authors of “Passions”, Hawisher adn Selfe, have compiled some compelling rhetorical positions on pedagogy and technology.
