DOCUMENT RESUME ED 464 340 CS 510 946 AUTHOR Hea, Amy C. Kimme TITLE Technology Programs or the Technologically Programmed? Hopes of Ending Decontextualized Techno Training. PUB DATE 2002-03-00 NOTE 15p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (53rd, Chicago, IL, March 20-23, 2002). PUB TYPE Reports Evaluative (142) Speeches/Meeting Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Case Studies; Cultural Context; Online Courses; *Teacher Role; *Technology Education; *Training; *World Wide Web; *Writing Instruction IDENTIFIERS *Decontextualization; Technology Integration ABSTRACT While computer composition scholars have contributed to the understanding of the integration of Web-based technologies and student responses to such integrations, more and continued research must focus on the composition instructor as critical agent in the Web-based classroom. This research call has been emphasized in the work of Cynthia Selfe and Gail Hawisher (1991), as they argue for educating both students and instructors to be critical users, producers, and critics of technology. This paper explores what it means to be a critical Web-based teacher. In particular, the paper explores how certain cultural narratives about the World Wide Web position instructors and students in the Web-based classroom. It discusses possible ways of developing critical Web-based teacher training to offer more support to instructors wanting to enact critical Web-based teaching. It focuses first on both a relationship with two participant instructors for the course "Computer Composition Mentoring" and the methodological framework that mediated that relationship and then attends to the specifics of the data. (Contains 49 references, 7 notes, and 2 figures.) (NKA) Reproductions supplied by EDRS are the best that can be made from the original document.