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Section II, "Learning to Teach with Technology," opens with a piece from Scott Lloyd DeWitt and Marcia Dickson in which the authors suggest that there is "a narrow line between being foolish and being wise," even when it comes to teaching with technology. "Early research in the field of computers and composition," according to our authors, "strongly suggested that sound pedagogy should always begin with what we already hold to be true about teaching writing: that the technology should be secondary and used as a means to achieve our primary goal of facilitating student learning" (69). This is, as our authors make clear, a good rule to follow, and their work in this piece focuses on a first-year writing course. For the class, the authors set up both technology goals and student writing goals; these goals (and activities toward these goals) are explained in this piece.

Following DeWitt and Dickson's chapter are works from Samantha Blackmon ("'But I'm Just White' or How 'Other' Pedagogies Can Benefit All Students") and Nicholas Mauriello and Gian S. Pagnucci. In "Balancing Acts: Tightrope Walking Above an Ever-Changing (Inter)Net," Mauriello and Pagnucci write, "If 'location, location, location' is the operative phrase in real estate, then 'timing, timing, timing' have to be the key words in our teacher research into technology and literacy" (79). They add, "[W]e offer in this chapter...a description of our own shaky walk from novice technology teacher to practiced technology teacher" and they provide three anecdotes from teaching in the computer-supported classroom.

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