If it ain't broke, why fix it?: Disruptive and constructive computer-mediated response group practices
Computers and Composition Volume 13, Number 3, ISSN 8755-4615 Publisher: Elsevier Ltd
This article addresses the disruption that frequently follows the insertion of computers into non-computer-mediated practices. After arguing that peer response should be a central activity in writing classes, the essay describes several traditional and computer-mediated peer-response strategies. The disruption of moving from traditional to computer-mediated peer response is dramatized by the author's initial experiences. The article then analyzes what is gained and lost when students move from traditional to computer-mediated peer-response groups. The essay ends with an acknowledgment that computer-mediated peer-response groups are as inevitable as computer-mediated instruction, but they need to be used with caution and blended with traditional practices. Their use and the potential for disruption is a reminder that teachers need to ask careful questions about whether and how technology should merge with rather than supplant previously useful practices.
Peckham, I. (1996). If it ain't broke, why fix it?: Disruptive and constructive computer-mediated response group practices. Computers and Composition, 13(3), 327-339. Elsevier Ltd.