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In fact, I've never been unable to access my materials.
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Happily, my experience agreed with recent studies showing that differences in digital literacy are not strongly tied to socioeconomics. This march of technology puts tremendous pressure on all levels of the education system, but I think it puts teachers, like me, into a particularly awkward position.In this article I share some of what I am doing, what I have learned, and where I think this is headed. Teaching at a small school, however, I typically do more teaching of core curriculum courses — our English Department has a four-class sequence of composition and literature surveys — than I do of upper-level medieval literature courses. I decided to take on the revolution alone, without fancy software and gadgetry, and with only the faintest idea what I was doing. That is, it's difficult to know how to begin to move from our "traditional" modes of teaching to something more suited to this new "digital" world.All of these services are available via any Internet connection.While I began my experiments somewhat wary of a "cloud" system, my experience has been that the downtime — periods when I could not access the Internet and do my work — is minimal.I talk often about basic writing skills, and I grade stacks upon stacks of essays.So I knew that my new digital teaching life would be built around the efficient processing of student papers.We'll package all this up in a simple email and send it to you as soon as we're done. Remarkably (to me at least), I have been somewhat successful in my attempts to incorporate technology into the daily life of my classrooms.