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Adjusting to an Electronic Pedagogy: Training as Inquiry
PROCEEDINGS

, West Texas A&M University, United States

Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

To establish a preparatory training program for future teachers, many of whom will first be teaching assistants under the reasonably close supervision of a writing program director, demands both pedagogical substance and technological training. Beginning with an initial graduate seminar in the pedagogical implications for teaching composition, this paper broaches the need for training which extends beyond the initial coursework to provide a supportive framework for accommodating diversity in its online educational endeavors. The paper highlights the training program currently being crafted for new teaching assistants at West Texas A&M University's Department of English and Modern Languages and invites dialogue from similar institutions investing in distance education. The need is great for teacher training in electronic pedagogy; teachers are not becoming obsolete, but training new teachers by handing them a textbook and pointing the way to the classroom is.

Citation

Tyrer, P. (2003). Adjusting to an Electronic Pedagogy: Training as Inquiry. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 2242-2244). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 16, 2019 from .

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