| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 347786 | Computers and Composition | 2013 | 8 Pages |
This article discusses the author's experiences in transitioning from a “tech-heavy” program in English studies to a “tech-light” program. The specific natures of “tech-heavy” and “tech-light” programs are defined and discussed. Suggestions drawn from the author's experience for teaching, doing research, and changing access and attitude at the institutional level are provided.
► Discusses transition from a “tech-heavy” English program to a “tech-light” one. ► Technology use in English at “tech-heavy” places is accepted and legitimized. ► Technology use in English at “tech-light” places is questioned and derided. ► Attitudes towards technology are just as important as access. ► Change can happen via pedagogical adaptation, attitude change, and assessment.
