Ø These writers subscribe to the instrumental theory of technology. They argue that technology should extend but not alter practice. They created an OWL that was designed to extend, not change, the social constructionist based pedagogy upon which their writing center was based. This ensured that tutors could work in both f2f tutorials and online tutoring.
Ø They also added links to online resources such as the OED, and grammar and style manuals.
Ø They opted to use synchronous online tutoring for this better fits with the goals of writing center pedagogy, emphasizes a non-hierarchical environment and mimics the f2f conference. They view asynchronous tutoring as “a virtual ‘drop-off’ proofreading and editing service, in which students might simply e-mail papers to a tutor, and then receive a single written response” (3). These writers echo the view shared by many other theorists that synchronous tutorials are better able to promote writing center pedagogy.
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