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.
Research Article|January 01 2015
Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education
Pedagogy (2015) 15 (1): 45-57.
Kerri Hauman, Stacy Kastner, Alison Witte; Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education. Pedagogy 1 January 2015; 15 (1): 45–57. doi: https://doi.org/10.1215/15314200-2799164
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