I said I'd go first and here I am. By doing so, I am also modeling a basic teaching strategy - e.g. "modeling." Writing teachers not only model writing for their students but are often their first audience as well. How they feel about writing for us shapes their attitude toward future audiences and comfort with the writing process itself. Enough with the compositional pedagogy lectures already! But seriously, writing and its teaching do come before tools - and help determine which ones to use.
I write, teach writing to both NNS and NS writers, advanced and emerging or developmental, college level mostly but also secondary school, ESL, computer mediated writing, writing for the workplace, written communication (business), WAC, GED, technical writing, writing about literature. I've been doing it since 1991. Before teaching writing, I did technical writing, business writing and copy-editing professionally, and wrote non-fiction for newsletters, specialty magazines and local print media. These days I write web page copy, blog copiously and maintain a local chamber of commerce web site.
The word came before the byte. Computers did not enter my writing world until the mid 90s. Since then I've developed course materials using online resources, built course web pages, and taught writing in both blended or hybrid (writing intensive comparative literature classes, developmental writing, college composition, GED) and 100% online (college composition, literature, ESL) classes.
I started teaching ESL online in (I think) 1997 while at UC Davis. Vance Steven's presentation at an online conference about teaching online mentioned EFI. Volunteering to teach online seemed like a good way to learn how to teach online and experience. When I applied, David sent me 100 applicant email addresses. I started with group and individual addressed email but soon moved to groups. Later I built pages, used groups to email web page like lessons/ study group materials, and so on.
Over the years, I tweaked, fiddled and experimented email and group features to streamline class administration tasks that eat into teaching time. Pat Harvey and I collaborated on self-paced study package. Free, non-credit online courses have a high attrition rate - not just ESL but across the board. We found ourselves spending too much time processing students, many of whom would disappear after just a few lessons, and wanted to free up more time for the student who really wanted to learn.
Although I still use many of the same tools, techniques an online resources, I've added blogging to my online teaching tool kit, Beyza has me convinced to try wikis too. If DSL ever comes to Mountainair or I can ever afford wireless (neither likely in the immediate future), you'll see me in "tech-ier" teaching venues.
PS I will also blog what the syllabus stated I would cover on days 1 & 2. That dear readers - colleagues, mes semblables - is part of the "asych avantage" ...