Teaching Computer Intensive Classes
Who can teach computer intensive classes?
The GTI Director recommends that graduate students wait until their second year to teach a CI class.
Why teach computer intensive classes?
Obviously, you can do many of these things in non-CI classes, but CI classes do offer different options.
Levels of Computer Intensity
Any GTI in our department can incorporate teaching with technology into his or her class by signing up to use the CCLI on a class-by-class basis and checking out computer equipment from our inventory. The lab reservation book is housed in the CCLI and Kim Puuri (on the third floor) handles the inventory.
A GTI can also go a step further by having his or her class designated “Computer-Intensive” by the university. This means that a lab fee will be paid on behalf of the students and each student will receive his or her own CCLI account for the semester.
While classes are designated CI or not-CI for bookkeeping purposes, the role of computers in composition is undeniable. Therefore, I find it most useful to think about the different levels of computer intensity we can bring to our classes.
How do you prepare to teach a class that is designated CI by the university?
1. Talk with Jim Oliver or Karen Springsteen about your interest in teaching a CI class.
2. When Jean Blanning sends out the Course Request forms, mark down that you want to teach a CI course.
3. Start to spend more time in the lab (on both the Mac and PC sides) to get familiar with the hardware, software, and culture.
4. Talk with other CI instructors about their experiences, assignments, etc.
5. Use the CCLI Lab Reservation book to sign out the lab for your class sessions.
6. Reserve the equipment you will need from Kim Puuri and start practicing with it.
7. Come to TWIT for support, discussion, and ideas.
8. Talk to consultants. Let them know what you are planning and how they can help.
Problematic Assumptions about Teaching CI classes
- People with interests in technology and pedagogy
- People willing to learn from and with students
- People willing to experiment
- People willing to say: “I don’t know, let’s figure it out”
- People willing to collaborate with CCLI staff and consultants
- People who are well-prepared, organized, patient, and open to change
The GTI Director recommends that graduate students wait until their second year to teach a CI class.
Why teach computer intensive classes?
- CI classes allow for direct instruction in all different modes of communication with more options for different kinds of “reading” and production work
- CI classes give students hands-on options for working with technologies they might not normally have access to
- CI classes can include productive group work sessions
- CI classes help improve the CCLI and build its community of practice
- CI classes can be fruitful exercises in the benefits and drawbacks of “de-centering” the classroom
- Teaching CI classes will help you learn a great deal about technology and pedagogy
- Teaching CI classes will help you on the job market
Obviously, you can do many of these things in non-CI classes, but CI classes do offer different options.
Levels of Computer Intensity
Any GTI in our department can incorporate teaching with technology into his or her class by signing up to use the CCLI on a class-by-class basis and checking out computer equipment from our inventory. The lab reservation book is housed in the CCLI and Kim Puuri (on the third floor) handles the inventory.
A GTI can also go a step further by having his or her class designated “Computer-Intensive” by the university. This means that a lab fee will be paid on behalf of the students and each student will receive his or her own CCLI account for the semester.
While classes are designated CI or not-CI for bookkeeping purposes, the role of computers in composition is undeniable. Therefore, I find it most useful to think about the different levels of computer intensity we can bring to our classes.
- Level 1 examples: Using the Internet to browse sites during class occasionally, giving students in-class composing time on a computer, dropping in to use a program to chat about an article electronically
- Level 2 examples: Teaching variations of design in Word or extending to Indesign, having students sharing their own expertise (in web design, for example), creating mixed CDs to talk about rhetorical situations and ethos, studying multimedia texts
- Level 3 examples: Doing rhetorical analysis of new media, creating large websites in addition to or instead of an academic paper, talking about identity formation on line (MySpace, for example,) making movies which incorporate oral, written and visual communication
How do you prepare to teach a class that is designated CI by the university?
1. Talk with Jim Oliver or Karen Springsteen about your interest in teaching a CI class.
2. When Jean Blanning sends out the Course Request forms, mark down that you want to teach a CI course.
3. Start to spend more time in the lab (on both the Mac and PC sides) to get familiar with the hardware, software, and culture.
4. Talk with other CI instructors about their experiences, assignments, etc.
5. Use the CCLI Lab Reservation book to sign out the lab for your class sessions.
6. Reserve the equipment you will need from Kim Puuri and start practicing with it.
7. Come to TWIT for support, discussion, and ideas.
8. Talk to consultants. Let them know what you are planning and how they can help.
Problematic Assumptions about Teaching CI classes
- The teacher has to know everything about all different technologies.
- The teacher has to know all the forms of one technology.
- The teacher has to have prior knowledge and a record of teaching with technology.
- The class has to meet in the CCLI all the time.
- The class has to use many technologies and create zoomy projects.
- The teacher has to know everything about the CCLI.
- The teacher has to do it all on his or her own.
posted by Karen Springsteen at
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