ABSTRACT
The use of networked discussions in college classes is still in its experimen tal stages, with teachers and students on many campuses trying to work out practical, rhetorical, and conceptual issues. Clearly, we want our edu cational goals to guide the use of technology, rather than the other way around; nevertheless, it appears that classroom technologies and pedagogi cal objectives have a dialectical, mutually transformative relationship. Teachers’ relationships to students as well as students’ relationships to teachers and each other all are profoundly affected in networked on-site and on-line classes.
