| Abstrakt: |
As writing instructors increasingly teach in networked environments, there is a growing need to consider how digital tools shape their practices and pedagogies. This article examines the cases of four experienced teachers who adopted a web-based peer response platform (Eli Review) for their college-level writing courses. Interviews with these teachers reveal ways the practices of peer response in their courses were mediated through acts of appropriation, resistance, and transformation. In particular, we examine how pedagogical approaches embedded in key features of the digital platform--like its assignment pacing, its system for rating peer reviewers, its debriefing activities, and its revision plan tasks--interacted with instructors' existing and emerging pedagogies. In the end, we argue that the use of any technology for teaching entails dialogic negotiation between teachers and the tools they adopt. [ABSTRACT FROM AUTHOR] |
