ABSTRACT
The computers and writing community has often promoted pedagogical innovation, employing computers and other technologies to bring significant changes to teaching and learning practices. Early community leaders like Hugh Burns, Deborah Holdstein, and William Wresch designed software to assist writers to compose as effectively as possible, whether by providing rhetorical thinking strategies or an electronic writing interface. In the late 1980s and early 1990s, pedagogical innovation centered on the development and employment of electronic networks in and across classrooms, essentially creating the infrastructure for many of the teaching innovations brought forward today. In recent years, electronic networks have remained prominent, and pedagogical innovation takes full advantage of their possibilities, including electronic mail, the World Wide Web, and MOOs, among other options. The pedagogies of the computers and writing community have become mature and have begun to emphasize the critical implications of any pedagogy, along with the possibilities it brings.
