Lessons+learned

I am currently a graduate student at Eastern Washington University’s Rhetoric and Technical Communication. I was given a Graduate Service Appointment and taught English 101, 201, and 205. During my training, I was asked to spend my time divided between content and pedagogy. I was never present with the “Wicked Problem.” I had no clue how to employ technology use in the classroom beyond Blackboard, Microsoft Office, Adobe desktop publishing software.

I also ran into problem with my thesis. I wanted to write about critical service-learning and technology, but I had little background in technology use in the classroom. Thus, I decided to take another quarter to finish my thesis and use the summer to learn more about this topic.

This course has taught me that the Web 2.0 technologies provide a platform for user-generated content. Publishing and agenda driven filters are no longer restricted to a few technical writers/graphic designers or large media corporation.

I was educated and trained to being gatekeepers for product information. Technical communicators organize product documentation, online help, and other user assistance for their readers. These documents may also be important humanistic and democratic form, such as grants, public announcements, or community based documents.

However, I became really concerned with how to use Web 2.0 tools in the classroom. Thus, I am now well equipped in employing various Web 2.0 tools with current lesson plans. I am well equipped to justify the use of Web 2.0 tools, as the growing field of technical communication slowly begins to use Web 2.0 tools in the profession.

Regardless, I am confident that I am able to enhance the learning process of our current generation while providing them the theory, rhetoric, and skills needed in our information age.