multimodal

The focus of this special issue is squarely on the training of educators—secondary teachers and university faculty—as they prepare, perhaps for the first time, to work in technology-rich environments. This essay contributes to that focus as it emphasizes the importance of adaptive or assistive technologies, namely those technologies that facilitate learning for students with disabilities. The point here is simple: training in the multiple and varied instructional technologies that today facilitate learning in the writing classroom is not complete without training in assistive technologies.

My colleagues Christine Denecker and Christine Tulley invited me to contribute this perspective on technology and faculty professional development to their special issue of The Writing Instructor, and it is an honor to do so.