ABSTRACT
In the broadest sense, Hartshorne's idea of satisfying man's curiosity about differences in place is the focus of this chapter. More specifically, my focus is the difference in the educational places that technical communication teachers are facing. Far more than writing about this place or that place, taking place as a key component of research means "thinking about the implications of the idea of place" (Cresswell, 2004, p. 122). In this chapter, the implications of the idea of place focus on the shifting dynamic of the classroom into places beyond four physical walls. What I mean by educational places are actual, material, or virtual spaces where technical communication instructors teach. I became curious about the difference of place for instructors if the class is in a traditional location-all meetings are held in a brick and mortar building where students and teacher( s) are face to face; hybrid-some (or all) meetings are held in a brick and mortar building where students and teacher(s) are face to face and the course is enhanced through technologies like e-mail, online collaboration, discussion boards, and online delivery of supplemental course content; or online-all meetings and interactions are held in an online environment where the students and teacher(s) are in different physical locations.
