ABSTRACT
In this chapter I claim that just as we teach students how to analyze the rhetorical situation and then choose the most appropriate stylistic solution (rhetorical tool), so too should we teach them how to analyze the technological situation and then select the most appropriate technical solution (technological tool). To do this, we must provide students with opportunities to discover technology's limitations, to interrogate tool availability within an organization, and to articulate alternative software selections. Rather than teach students how to become automatons, I believe we should teach students how to think critically about the tools available to them, how to evaluate their options, and how to discover new methods for document creation and delivery, thereby making them valuable players in the technological sphere.
