Tired of Tech

Avoiding Tool Fatigue in the Classroom

Authors

  • Brian Croxall Emory University

DOI:

https://doi.org/10.1558/wap.v5i2.249

Keywords:

annotated bibliography, assignment design, best practices, blogs, collaborative assignments, digital pedagogy, failure, Google, Google Wave, technology, Zotero, writing with computers, Wiki

Abstract

When introducing new technologies into the writing classroom, one runs the risk of producing “tool fatigue” in students, who can become overwhelmed by writing in different environments. With careful design and introduction of an assignment, however, instructors can help their classes avoid the pitfalls that come with innovative projects. Building from an experience with a failed assignment, this article outlines best practices for helping students and assignments succeed when writing with digital technologies.

Author Biography

Brian Croxall, Emory University

Brian Croxall (Ph.d., Emory University) is digital Humanities Strategist and Lecturer of English at Emory University. In the new Emory Center for Digital Scholarship (EcdS), he helps carry out an Andrew W. Mellon foundation-sponsored grant. Along with developing and managing digital scholarship projects in collaboration with faculty, graduate students, librarians, and developers, he teaches courses on digital humanities, media studies, and American literature. He has co-edited an issue of Neo-Victorian Studies on steampunk, is co-editing a book on the same subject, is a cluster editor at #alt-academy, and is a writer for the group blog ProfHacker.

Published

2014-02-04

How to Cite

Croxall, B. (2014). Tired of Tech: Avoiding Tool Fatigue in the Classroom. Writing & Pedagogy, 5(2), 249–268. https://doi.org/10.1558/wap.v5i2.249

Issue

Section

Reflections on Practice