Many instructors are open to the idea of bringing forms of digital writing into the classroom; however, they often hesitate because they lack a specific kind of technological expertise. But unless the class is an advanced course focused around a specific kind of medial practice, this technological expertise (or lack thereof) does not have to be the hurdle that it seems. For the primary contributions instructors make to most courses are matters of rhetorical sophistication and/or content expertise. Which means that one does not need to know how to do every single thing in After Effects or Photoshop, for example, to be able to offer meaningful feedback on what students produce. Rather, in most contexts instructors are capable of providing guidance and instruction in terms of the representation presented or the ways in which it engages with course content. Thus, all one really needs in order to start bringing a given technology into the classroom is an introductory understanding of how one makes that technology work (i.e., a knowledge of the basic operations of a technology and/or the central means/modes for a given mediating practice). And the reason for this is that what students need from most instructors when engaging in different digital writing activities is not an advanced skill set, but just enough of an introduction so that they (the students) can (a) make some things work and (b) figure out how to phrase questions. The former allows for learning by doing; the latter allows for searching for guides, tips, and how-to instructions for specific tasks and practices (most of which already exist as part of the archive of the digital ether).
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