Obstacles to digital, multimodal pedagogy in rural high schools
Document Type
Article
Publication Date
9-24-2018
Publication Title
Writing & Pedagogy
Publisher
Equinox
DOI
https://doi.org/10.1558/wap.33761
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.
Recommended Citation
Howell, E. (2018). Obstacles to digital, multimodal pedagogy in rural high schools. Writing and Pedagogy, 10(1-2), 297–321. https://doi.org/10.1558/wap.33761