Title and some thoughts inspired from
Picture a group of students of the suppossedly techno-immersed younger generation entering the ENG 099 lab. Tis' the second class day so we get straight to setting up blogs. The previous day we went over the syllabus and they wrote a diagnostic CATW-type exam. They open up the directions for how to set up blogs, start following them, and half an hour later they are as comfortable following the directions as if I had written them in my native Greek. After helping the seventh student with the exact same problem (namely, second-grade reading ability) I ask all of them to take a pause and explain what about the directions they find so challenging to follow. One of them knows the ropes enough to throw in the trump card: we are not very good with technology. Yet I have read their diagnostics, so I know that the plain paper directions on Tuesday were as hard for many to follow as the blogosphere rosetta stone they think they are reading. And it's not because they are ENG 099 students--my cluster students had some difficulty with the written directions as well, and if I simply went over and repeated them individually to them, they found them more easily comprehensible. I doubt that it was the Greek accent that made them grasp it better. I finally realized that it was the fact that I was pointing to things on the screen--they wanted me to have included screen captures, and it was the text by itself that they found impossible to approach.