At the Edge of the Classroom

At this moment, I stand on the periphery of what will be my first teaching position. I hope to one day teach English at Essex County College in New Jersey.
What rests on my mind, however, are questions surrounding the use of materials. If a textbook is being used, how does having that specific structured format help the new teacher evolve? Will introducing digital aspects beyond watching a film or listening to a song be useful in the literature classroom? Are there specific areas during the teaching of writing where such an introduction is more worthy? Will school administrators support the use of new kinds of media which do not support the traditional route of writing instruction?

With the introduction of digital literacy as a new component for classrooms, the onus seems to rest on teachers willing to employ these new techniques to convince both school officials and students alike. The new teacher cannot walk into the classroom assuming that all students have access to the Internet and World Wide Web. Nor can the teacher assume that all students wish to interact in the English classroom by using the Internet as a means of composing classroom assignments. If teachers are to demonstrate how using digital tools in the classroom can be effective, reviewing other kinds of authority who support this new genre of composition is warranted. This video is but one example of starting the conversation.