Obstacles to digital, multimodal pedagogy in rural high schools. (30th May 2018)

• Record Type: Journal Article
• Authors: Howell, Emily
• Is Part Of: Writing & pedagogy. Volume 10:Number 1/2(2018)
• Page Start: 297
• Page End: 321
• Publication Date: 2018-05-30
• Subjects: argument -- digital tools -- rural -- multimodality -- professional development; English language -- Rhetoric -- Study and teaching -- Periodicals; English language -- Style -- Study and teaching -- Periodicals; English language -- Writing -- Study and teaching -- Periodicals; English language -- Written English -- Study and teaching -- Periodicals; 808.042071
• DOI: 10.1558/wap.33761
• Languages: English
• ISSNs: 1756-5839

Abstract

Abstract : The author reports findings from two iterations of a formative experiment focusing on improving students' conventional and digital, multimodal arguments. The first iteration of this experiment occurred in a rural school district in the United Sates with an eleventh-grade English/language arts teacher, and the second iteration was implemented in the same school district, but in a different high school with both a ninth- and tenth-grade English/language arts teacher. The findings focus upon obstacles the teachers encountered while implementing an intervention that entailed elements of argument; digital, multimodal tools; and the writing process. These obstacles led the author to make six recommendations for the future professional development of rural teachers integrating digital, multimodal tools into conventional writing curriculum.