The use of technology and social media has significantly increased over the past decade. Youth and college students in particular have been raised in a digital era where technology is the epicenter of their everyday lives. Scholars such as Christian Weisser, Patricia Bizzell, and Jonathan Alexander claim that incorporation of social lives into academia helps students make rhetorical connections inside of the classroom, especially in composition and writing studies. Therefore, implementing technology in the form of digital tools and social media into curriculum and syllabi can guide students through coursework allowing them to reach activity and assignment objectives by utilizing their familiarity and understanding of these mediums and modes. Additionally, incorporating technology into classrooms restructures the traditional model of teacher-centered instruction to allow for a more democratic education, and successfully infuses collaboration amongst students for their success. Research from several scholars, as well my own data collection from two consecutive summers of supplemental instruction, show that incorporating digital tools and social media into the composition course allows for a more collaborative and fruitful experience for writing students.
|School:||California State University, Dominguez Hills|
|School Location:||United States -- California|
|Source:||MAI 55/03M(E), Masters Abstracts International|
|Subjects:||Education, Multimedia Communications, Rhetoric|
|Keywords:||Composition, Digital, Reading Instruction, Rhetoric, Social Media, Writing Instruction|
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