Teaching in a Laptop Classroom: Merging Traditional with Technological

Authors

  • Katherine Fredlund Bowling Green State University

Keywords:

technology, classroom design, pedagogy, writing

Abstract

This section will reflect on two different classroom designs from my own teaching experience: one that required students to bring laptops and one that required only paper and pen. Because traditional classrooms were likely designed without taking technology into consideration, teachers should be aware of what the design of the classroom says about the design of the course. Classroom design affects pedagogy, access, and learning, and therefore, should be considered by the teacher. The difference in design between traditional and technological classes fashion two very different learning environments, and when combined in the form of a laptop class forces a conscious effort and struggle on the instructor’s part to use the classroom space to fit his/her teaching pedagogy. While neither technology nor composition was likely at the forefront of the classroom designer’s mind, when we enter these rooms we must learn to negotiate the space we are provided. In this article, I will reflect on these two experiences to investigate the problem of merging the traditional with the technological.

Author Biography

Katherine Fredlund, Bowling Green State University

Katherine Fredlund: Originally from Rochester, NY, Katie moved to Bowling Green to begin her doctoral candidacy in Rhetoric and Writing. She received her BA in Psychology and a MA in English Literature at St. Bonaventure. Katie has also taught courses in general composition. Heavily involved in Bonaventure's community service programs, Katie is now interested in Service-Learning in the Composition classroom. Her research also surrounds feminist rhetoric, first-year composition, and technology in the classroom.

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