Clark, J. Elizabeth. (2010). The Digital Imperative: Making
the case for a 21st century pedagogy. Computers and Composition 27 (1), 27-35.
"Effective Pedagogy" in General Education and Liberal Learning: Principles of Effective Practice by Paul L.Gaston. Washington, D.C.: AAC&U, 2010."The Digital Imperative: Making the Case for a 21stCentury Pedagogy," Computers and Composition, 27.1 (2010)."ePortfolios @ 2.0: Surveying the Field," co-authored with Bret Eynon. Peer Review, 11.1(2009)."NewWorlds of Error and Expectation: Basic Writers and Digital Assumptions," co-authored with Marisa A. Klages. Journal of Basic Writing, 28.1 (2009)."Developing Core Skills in the Major," co-authored with Paul Arcario and Marisa Klages, Learning Communities and Student Affairs: Partnering for Powerful Learning. Washington Center, 2007. “ePortfolio @ LaGuardia: A Learning Project," co-authored with Bret Eynon, Nancy Gross and Hector Graciano, In Transit: The LaGuardia Journal onTeaching and Learning, 1.2 (2006)."VersusVerse: Teaching Poets Against the War," Radical Teacher, 74 (Fall 2005)."Making Connections: Integrated Learning, Integrated Lives," co-authored with Paul Arcario and Bret Eynon, Peer Review,7.4 (2005).
This article represents the 2009 culmination of my 9 year
journey in teaching with technology. I
am not done on my journey! Everyday, I learn something new and think about
incorporating new and different technologies in my classroom.
However, I arrived on campus in 2000 having thought very
little about using technology in my courses.
I had a pedagogy seminar in graduate school on teaching composition with
computers, but it was not an entirely successful classroom experience for
me. I left feeling certain that
computers did not need to be part of my teaching repertoire.
Within my first year at LaGuardia, however, I began to
really think about the importance of what we now call "digital
rhetoric" for my students and the essential connection between pedagogy
and critical literacy. As part of my work
first with DFL and later with ePortfolio, I have learned the critical
responsibility of teaching digital rhetoric in the 21st century. I have moved from my understanding of
Freire's concept of "reading the word, reading the world" in graduate
school as purely literary to understanding it as critically digital. I first began to think about and test out
these theories in seminars run by LaGuardia's Center for Teaching and
Learning. I am grateful for the critical
space the Center provided for my first experimentations with threaded
discussion, blogs, and ePortfolio all of which helped me to build the
confidence to seamlessly incorporate multiple technologies into my classes as
an essential part of my pedagogy.
My article outlines the digital imperative: the need for faculty to incorporate
technology as the 21st century literacy in all of their classes. I could not have done this work without the
extensive support and collaboration of the Center for Teaching and Learning and
the cross-disciplinary teams I have worked with. Through the Center, I began my first
explorations into intentionally teaching with technology. Through the Center, I first encountered
ePortfolios as part of the research team in 2002. Through the Center, I have found a community
of like-minded faculty on whom I depend as an essential part of my community of
practice. While this article details my own classroom practice, it is also a conversation, with my students and with my
colleagues who have guided me in this work along the way.
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