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SCAILAB - Student Computer Aided Instruction Lab
A Standing Invitation to All Instructors


InstructorsAs instructors, you are invited to use SCAILAB, the Student Computer-Aided Instruction Lab, the lab of the Tutorium in Intensive English (TIE).

InstructorsSCAILAB boasts a variety of educational applications suited to your instructional profile. Past instructors have used SCAILAB applications to teach freshman composition as well as advanced film courses. A computer classroom may not be a permanent solution to the world's learning dilemmas, but a syllabus that integrates some electronic instruction can foster more dynamic, student-centered interaction.

Instructors You do NOT need to be a technical wizard to bring your class to SCAILAB. The staff and consultants at SCAILAB will attend to arcane technical details. All you need to bring is your pedagogy, your students, and an exploratory spirit. SCAILAB staff can help start you out on your electronic experience by suggesting novel ways in which your individual techniques may be augmented by available applications.

Once you do bring your class to SCAILAB, as the instructor you have the freedom to proceed with your class as you wish. Any unexpected technical complications are solely the responsibility of the SCAILAB staff. If at any moment during class you should decide that you require consultant intervention, we will provide you with our support. Ultimately, however, technology is your tool.

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In March 1997, the participants of TEACH, the listserv for one of the most popular teaching applications--the Daedalus Integrated Writing Environment, DIWE--responded to Frances Heller's question:

What is the best textbook to use in DIWE's electronic environment?

Jen Shelton (Department of English, University of Nashville, TN) replied:

"I think it's really important to start with what you want to accomplish, pick texts that will help you accomplish that,and then figure out how Daedalus can make your teaching more effective. Starting with technology rather than pedagogy seems to limit instructors' imaginations and cause them to forget what they've worked hard over many years to learn about teaching. "

In the UIC English Department driven TicToc discussion, David Downing recommended attention to a "rationale" that motivates one's use of technology. Cindy Self advised that

"each of the instructional goals that you have identified will have both specific and general implications for your use of technology."

At the same time, Downing recognizes also the potential of the new medium alter our understanding of established goals:

"The whole rationale for such a course might conceivably change the nature of the relations between reading/writing, between audience and author, between composing and assimilation culture, and considerably alter the traditional protocols for disciplinary work."

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