I've been teaching with some form of online component, from electronic discussion forums to course wikis to web pages, since 1998. In all cases, I have tried to let the pedagogy drive the technology. However, my thinking is shifting on this front since the functionalities that emerge from technological evolution must also find their way into my pedagogical approach in order to retain the emphasis on digital studies and the modes of expression and communication they afford. Thus, in many ways the technology also drives the pedagogy, for critical engagement with the available semiotic resources is vital to study in academe. 

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