Mobile writing technologies
The dislocation of the computer classroom
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MOBILE WRITING TECHNOLOGIES conceptualizes thewireless writing classroom as a nexus whereadministrators'', instructors'', and students'' desiresare often at odds with each other. Bringing thesecompeting desires to the fore, this work highlightsthe fissures that tend to get paved over by time andpower, fissures that, when exposed and interrogated,represent opportunities for institutional changeaccomplished via rhetoric. The project problematizesthe manner in which some scholars (fail to)conceptualize place and in turn fosters a plasticview of place as unfixed intersection that defiessimple, fir...
MOBILE WRITING TECHNOLOGIES conceptualizes the
wireless writing classroom as a nexus where
administrators'', instructors'', and students'' desires
are often at odds with each other. Bringing these
competing desires to the fore, this work highlights
the fissures that tend to get paved over by time and
power, fissures that, when exposed and interrogated,
represent opportunities for institutional change
accomplished via rhetoric. The project problematizes
the manner in which some scholars (fail to)
conceptualize place and in turn fosters a plastic
view of place as unfixed intersection that defies
simple, firm enclosures. Drawing from technical and
professional writing, rhetoric and composition,
human-computer interaction, and other fields, the
present study argues for a more participatory
approach to wireless classroom design that takes
stakeholders'' favored spatial arrangements and names
for wireless classrooms into account. It culminates
in a series of comprehensive design heuristics that
accommodate competing discourses and preferences.
wireless writing classroom as a nexus where
administrators'', instructors'', and students'' desires
are often at odds with each other. Bringing these
competing desires to the fore, this work highlights
the fissures that tend to get paved over by time and
power, fissures that, when exposed and interrogated,
represent opportunities for institutional change
accomplished via rhetoric. The project problematizes
the manner in which some scholars (fail to)
conceptualize place and in turn fosters a plastic
view of place as unfixed intersection that defies
simple, firm enclosures. Drawing from technical and
professional writing, rhetoric and composition,
human-computer interaction, and other fields, the
present study argues for a more participatory
approach to wireless classroom design that takes
stakeholders'' favored spatial arrangements and names
for wireless classrooms into account. It culminates
in a series of comprehensive design heuristics that
accommodate competing discourses and preferences.
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