ENGL808 001 FL-Ms. Patricia L. Whichard (LRHQ)

As I begin outlining my paper, "Podcasting: Implementing an effective technology component into the composition classroom (tentative title), I'm discovering that many of the sources (articles and books) are brilliant in sharing their experiences and knowledge of how using podcasting in higher education is an effective tool.  However, the most beneficial of all sources is Kathleen P. King and Mark Gura's Podcasting for Teachers: Using a new technology to revolutionize teaching and learning! Thanks to Dr. Pagnucci for recommending this book.

For some reason I can't post on Ann's blog but wanted to comment on her "How many ships can a portmanteau?" 

This is too funny (true but funny)! There is this phenomenal website where Oxford dictionaries lets you adopt words that are dying from lack of use. You can find this website at www.savethewords.org ... enjoy and use those words to challenge your dad!

Getting easy access to email is not much of a problem, even with three accounts, but replying or opening attachments can be a bit of a challenge, especially if the server is slow. I've found this to be the case especially during the early evening hours. However, privacy online is one of my major concerns, especially when conferencing with students, in that any information that I send via email, can and may be forwarded or copied to other students.

For several years, I relunctantly used email, Instant Messenger, and BlackBoard to conference with students outside of class, and although I knew which student that I was working with online, I had difficulty with making sure that students understood the feedback, the questions, the explanation, etc. If I can't hold their attention in a face-to-face class, how difficult would it be to hold their attention online? Fortunately, this wasn't too much of a problem once I learned that I expected immediate answers from students and that they could reiterate what it was I said to them regarding their work.  However, holding virtual classes using BlackBoard from time to time (with the entire class) was a bit of challenge, but over time, I figured that out too.

Once student logged on and entered the virtual classroom, I would take attendance and fortunately (unfortunately for students) I could see when students logged on or logged off. Once class discussion (lecture) ended, I would take attendance again while students were logging off. If a student did not log off, then I could assume that they walked away and never attended class. This as I said earlier was unfortunate for students who practice this unethical behavior. Of course, it only took one student to make the point.

As a teacher, I have discovered that technology is a fantabulous way to keep in contact with students, faculty and administration staff at the university...... (I'll finish my thoughts later)!

One of the teaching tools that I embraced while teaching at East Carolina University was BlackBoard. It helped me to keep students abreast of any changes in the class or assignments, hold virtual classes during days when there were group work sessions going on but no face-to face classes. It also gave me the freedom to have students post their analysis of readings and experiences via the discussion site, similar to a blog (I think). But most of all, Blackboard allowed me to post documents (articles, assignments, etc) in the course document section of Bb so that it would save me time from having to give them out before class begins. I loved it!

Another form of technology that I am just beginning to use is Facebook. Once I moved to Indiana, PA from Greenville, NC, I felt so isolated that many of my colleagues, friends, and family members highly recommended Facebook. As I fought hard NOT to use this type of social networking, it's been exciting to read what they are doing; therefore, keeping in their lives from a distance. I'm not an avid user, as they complain about, but I will post a hello or comment at least twice a week.

The one thing that I have learned about technology and its greatness, is that if I make a mistake, it is usually forgiven. With computers, if I delete something, I can retrieve it. If I press the incorrect key, I can undo. If I post something of no interest, I can delete it! More importantly, there's not much I can't find using InterNET technology as long as I used a reliable search engine to help. Can you spell GOOGLE?!

Finally, there are two types of technology that I have yet to experience, (1) text messaging; and (2) twitter. If I telephone someone, send an email, or type a comment on their respective Facebook page, then why should I  spend time text messaging or twitterling (hope I spelled that correctly)?!

• Discuss yourself as an IUP C&T student.
• What has your experience as a student been like so far?
• What challenges have you faced?
• What aspects of the experience have been most interesting, positive?

This posting is to revise the first entry that did not save on the original date of September 21, 2009:

I am delighted and proud to be a part of such a scholarly and yet diverse group of educators in the Composition & TESOL PhD program at IUP. However, just because I am older doesn't mean that I am wiser or smarter than my classmates, but it does mean that I have just as much opportunity to learn new and exciting ways to teach beginning and advanced writing intensive courses in higher education. In addition, my time with the C&T program has been quite challenging to say the least, but in a constructive (good) way. The courses thus far are that of superior measure. Although I am reading articles and book chapters that may not directly appeal to past experiences or current interests, they are opening areas that I find quite fascinating, especially these works on technologies (second life) that demonstrate how teachers are incorporating a variety of these technologies in a classroom, and effectively so. In other words, teaching the new generation of technology talent. The most challenging aspects of the C&T program, however, at least in the beginning, is the enormous amount of required reading from week to week and the time it takes to decipher what it all means to my scholarship. When there are three high-powered courses, all which are taught by exceptional scholars/experts in their respective fields, it can be a little overwhelming, or in some instances down-right intimidating. Yet, I embrace all that is presented to me as I continue on this academic journey! Finally, the most interesting and positive experiences that I am most proud is the relationships formed with my classmates and professors, as well as others in the field of academia (Dean Camp with the Eberly College of Business and his staff). This is amazing journey and I am so grateful to be a part of such an extraordinary group of doctoral students and faculty.