Teachers’ initial exposure to different types of technology and the possibilities of utilizing that technology in the composition classroom often preclude a critical vision of how to incorporate those technologies. As excitement builds, and teachers attempt to include multimodal writing assignments or uses of new and different programs and hardware, classroom goals and objectives may flounder and deteriorate. Lenard (2007), for example, cautions that high expectations for new assignments may ultimately occlude the technological difficulties students face in using the new technology. Additionally, high expectations of the technology may enable some students’ hegemonic views to be foisted on others students during the class’s acclimation to the new technology and assignments (Lenard, p. 78). Lenard, for instance, discusses students who use multimodal assignments like blogging and commenting to attack openly gay or other minority students in the classroom. As Lundin (2008) suggests, even when technology does not silence minority voices, incorporating contemporary technologies into the classroom may be a waste of time to some instructors and teachers, with little carry over to course objectives. In these instances, technology has not been properly incorporated into the classroom. The instructor is not aware of the tools’ potential or problems, and does not properly introduce them or their possible uses to the class (Rice, 2008).