Syllabi Genre Analysis: Examining Technology's Role in the Classroom

dc.contributor.author Newman, Erica
dc.date.accessioned 2016-05-11T16:42:27Z
dc.date.available 2016-05-11T16:42:27Z
dc.date.issued 2016-05
dc.description.abstract Mobile technology and electronic devices have become such staples of industrialized, twenty-first-century society that they have even infiltrated classrooms. Because instructors recognize this infiltration, technology policies have become part of the conventions within the genre of syllabi. For this project, I examined the role that technology plays in the classroom as outlined in syllabi. To do this, I conducted a textual analysis on the technology policies of twenty-seven syllabi collected from upper-division English classes at Middle Tennessee State University. I found that while some syllabi ignore electronic devices and do not actually have technology policies, most other syllabi forbid using technology in classrooms; however, exceptions to these policies are made, such as for emergencies or taking notes. As technology will not be going away, I suggest that more research be conducted on incorporating technology rather than banning it and that more lines of communication be opened about technology use in classrooms. en_US
dc.identifier.uri http://jewlscholar.mtsu.edu/handle/mtsu/4857
dc.publisher University Honors College, Middle Tennessee State University en_US
dc.subject technology en_US
dc.subject syllabus en_US
dc.subject syllabi en_US
dc.subject policies en_US
dc.subject genre en_US
dc.subject mobile en_US
dc.title Syllabi Genre Analysis: Examining Technology's Role in the Classroom en_US
dc.type Thesis en_US
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