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In scholarship about technology and English studies, there are a
number of first-person narratives that suggest what may be termed
"traditional" professional paths. That is, they chronicle the
positive influence of a particular technology, class, professor, or
publication, and suggest that it inspired a distinct and rewarding
professional path. What is missing is the rest of the
story--alternate ways that individuals have come to do work in
technology and English studies and analysis of what this means for
paths others might pursue. Technology and English Studies:
Innovative Professional Paths meets this need. The volume begins
with definitions of its three central terms: technology, English
Studies, and professional paths. Chapters are organized in four
sections, reflecting both a chronological progression and thematic
professional development: "The Past as the Future"; "Searching the
Academy"; "Pushing Boundaries"; and "Forging Beyond." As a
forerunner in addressing professionalization across the domains
that comprise technology and English studies, it will prove
foundational for many readers with non-traditional or otherwise
alternate backgrounds who are working out what professional paths
might be available to them. Technology and English Studies:
Innovative Professional Paths is an important professional
development resource for professors, instructors, and graduate
students across the field of English studies, including rhetoric
and composition, computers and writing, computer-assisted language
learning, literary and linguistic computing, literary studies,
English education, technical communication, linguistics, writing
centers, second-language education/ESL, and creative writing.
Technical communication instructors need professional development
opportunities that will aid them in creating their online courses;
in developing curricula; and in teaching in what may be a new
environment. Although instructors can turn to instructional design
teams for assistance in using Learning Management System and its
functions, they specifically need their own first-hand, immersive
learning within their pedagogical training. In other words,
teachers need to learn in an online context like the environment
that their students will use; such direct training helps
instructors to facilitate student learning in a technologically
distributed classroom. Beyond learning technological skills to
facilitate a course, these teachers need to learn to use the
technology effectively to keep students on track and to teach them
skills and material. This collection-which includes three
contributions from 2007 and 10 from 2017-focuses on the types of
professional development instructors need to be successful in the
online technical communication classroom. Formed as a 10-year
retrospective of the field and its advances in online education
professional development, the book offers instructors theoretical
and practical suggestions for creating and teaching successful
online courses and managing entire online technical communication
programs. This book was originally published as a special issue of
Technical Communication Quarterly (TCQ).
Technical communication instructors need professional development
opportunities that will aid them in creating their online courses;
in developing curricula; and in teaching in what may be a new
environment. Although instructors can turn to instructional design
teams for assistance in using Learning Management System and its
functions, they specifically need their own first-hand, immersive
learning within their pedagogical training. In other words,
teachers need to learn in an online context like the environment
that their students will use; such direct training helps
instructors to facilitate student learning in a technologically
distributed classroom. Beyond learning technological skills to
facilitate a course, these teachers need to learn to use the
technology effectively to keep students on track and to teach them
skills and material. This collection-which includes three
contributions from 2007 and 10 from 2017-focuses on the types of
professional development instructors need to be successful in the
online technical communication classroom. Formed as a 10-year
retrospective of the field and its advances in online education
professional development, the book offers instructors theoretical
and practical suggestions for creating and teaching successful
online courses and managing entire online technical communication
programs. This book was originally published as a special issue of
Technical Communication Quarterly (TCQ).
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