Section 1
Section One focuses on “Sustaining Instructors, Students and Classroom Practices.” The five essays in this section focus on access to technology and the implications of access for students and for faculty. Many of the chapters in this section discuss the limited access students and faculty in English departments have to technology and how such limitations hinder the creation of a sustainable technological ecology. Moeller, Ball, and Cargile Cook demonstrate through their own experiences the difficulty they had as new faculty in obtaining the necessary technology for their research, despite being hired to the department because of their interest in and work with technology. Fleckstien et. al; Atkins and Reilly; and Fadde and Sullivan all point to the ways that failing to provide students with adequate technology and technology support not only fails to create a sustainable ecology, but also indicates to students that while we say technology is important, our actions, or lack thereof, speak louder than words. Section 2