Use of Technology

Semester-by-semester, existing technological tools are updated and new ones become available for use. Because the Business &Technical Writing classes are preparing students to use the most current tools for effective workplace communication, instructors need to stay as current as possible in their ability to teach and use modern technologies. This page gives some helpful information.

Use the "Things that Work" link to the left to return to the Table of Contents.

Michael J. Cripps has contributed the following information and thoughts about using forums in Writing program classes.

Incorporating Technology: Bulletin Board Systems and Writing Instruction

Web-based bulletin board forums are a very promising technological development for writing instruction because of the ways they encourage student-instructor and peer interaction outside of the physical classroom. As with any pedagogical tool, however, there are wrinkles that any instructor must work to iron out. I have used bulletin boards as a supplement to my writing classes for several semesters and have learned a great deal about the problems and promise of on-line forums in writing instruction.

Why use forums?

They make it much easier for students to interact outside of class.

• Students can discuss readings in between actual class meetings.
  
  
• Publicity in contributions encourages students to elevate their level of analysis. Writing journals, pre-writing assignments, and other "homework" writing lack this element of publicity and tend to produce mostly summary from students.
  
  
• Students can cooperate in interpreting the meaning of difficult passages before coming to class.
  
  
• Students can post sections of their drafts for comment before they have to bring the draft to class.
  
  
• Instructors can get a sense of the class's "take" on readings in advance of class discussion, and can use that understanding to make for more productive class discussion.
  
  
• Forums are a written record of a discussion, meaning that students can return again and again to comments about a difficult passage or a difficult text.
  
  
• Students can commiserate on-line as they work on their drafts the evening before they are due.

Pitfalls to watch out for when using forums (and ways to avoid them).

• Students fail to use the forum.
  • Set clear measurable rules regarding the minimum quantity of forum postings for each student. I have found that while students will initially complain about 5 postings/week, this is a very do-able number of postings if you envision each student visiting the forum twice/week. Require at least 2 original postings, and at least 3 responses to others' responses.
  • Quality of postings is an issue best addressed on an ad hoc basis. I tell students that any "questions" are legitimate, and any effort to respond productively to others' postings counts as a posting.
  • They don't have anything to say. Tell students that if they don't have any questions then they are ahead of the game. They are ready to post two passages from the readings, with some discussion of why those passages are relevant for an issue the student thinks is important.
  • Students claim to be lost with the readings. Tell them to post passages they don't understand, with some effort to explain what parts they don't understand.
  • Hand out step-by-step registration instructions that seem idiot-proof. Since those instructions will not be idiot-proof, make students register for the forum during the first week of class. Use the second week's office hours to help the technologically challenged resolve registration issues. This will get everyone up and running by week three.
    
    
• Students lose momentum on the bulletin board.
  • Students need to see the material benefits of the forum discussion.
  • It works best when student postings are directed around particular teacher assignments. Some assignments ask students to discuss the readings for the week. Others ask students to extend ideas from a class discussion. Still other assignments ask students to share particular passages from their drafts, or to discuss a passage provided by the instructor.
  • For the bulletin board to work for students, your class needs a critical mass of activity. Remind students of the posting requirements for the course. If necessary, pull stragglers aside and explain to them the importance of the bulletin board for the class.
    
• Students participate in ways that are inappropriate in an academic discussion.
  • This problem is best handled on an ad hoc basis
  • Sometimes, a student posts in ways that are far too informal for the class discussion. A mild corrective is often enough to remedy the situation.
  • Often, students will post in the wrong threads due to inexperience. Again, mild correctives are the best way to handle matters. Surprisingly, students often self-police the bulletin board for these issues, and peers can quickly get the message.
  • A student who is clearly attempting to disrupt the bulletin board needs to meet with the instructor regarding his or her conduct. Fortunately, this problem is very rare in class-based forums. Persistent disruption is grounds for removal from bulletin board access. Contact the administrator of the bulletin board system for help.

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Many of the Business &Technical Writing courses are scheduled into "Smart Classrooms" which have a variety of technological tools that can be used by instructors and students over the course of the semester. The classrooms are maintained by "Media Services" which is connected to the Rutgers Universities Libraries.

WELCOME TO MEDIA SERVICES

Instructors can go to the Media Services Web page at http://www.scc.rutgers.edu/mediaservices/MediaServicesNB.html

The information below was taken from the Media Services Web page on January 16, 2002.

Rutgers University Libraries, Kilmer Library, 75 Avenue E., Piscataway, New Jersey USA 08854

* Tel: (732) 445-4685 ext. 1 * Fax: (732) 445-0290

Smart Classroom podium with touch screen and laptop/network connections.

• GENERAL INFORMATION
  Location, Hours, Staff
  
  
• SMART CLASSROOMS/ INSTRUCTIONAL SUPPORT
  58 classrooms available
  
  
• MEDIA COLLECTIONS
  Resources and Access
  
  
• EQUIPMENT SERVICES
  Scheduling, delivery, and rental
  
  
• COPYRIGHT INFORMATION
  Current information related to media
  

Welcome to Media Services at Rutgers! Media Services is a unit of the University Libraries offering audio visual services to faculty, students and staff on all Rutgers campuses -- Newark, New Brunswick and Camden. The department maintains a library of audio visual materials, viewing facilities and instructional technology equipment. Media Services supports University teaching, research and other educational needs with a variety of media resources. We also provide assistance in the procurement, support and development of instructional media materials and technology. Media Services is responsible for 58 New Brunswick smart classrooms equipped with video/data projectors and Internet connections. A vcr, 35mm slide projector, laser disc/audio cd and audio cassette player are also permanently installed.

Instructors who wish to use any of the technological tools in the Smart Classrooms must complete an orientation session offered by Media Services. Once this (brief) orientation is finished, it does not have to be repeated in subsequent semesters. On the Media Services home page, click the "Smart Classrooms" link. Then, on the "Smart Classrooms" page, click the "Orientation Session" link. There you will find what you need to know. Other links on the home page tell where all Smart Classrooms are located, what's in them, how to borrow or rent equipment, etc. Technical assistance is readily available.

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