Describes how students set up a database or collection of favorite poems on the classroom computer. (HTH)

Recommends a variant of desktop publishing for classroom publishing of newsletters, school newspapers, and class-compiled and individually authored books, taking writing beyond traditional classroom contexts with teacher as sole audience. Promotes cut-and-paste production using whatever computers and software are available as expedient and…

Discusses the rich potential of Logo (a computer programing system for children) and particularly LogoWriter (its word processor) as learning tools in the language arts. Cautions against their use as rote exercises. (SR)

Describes a project wherein fifth-grade students in Australia wrote an adventure/game using "Story Tree," computer software for writing and reading "interactive" fiction. Notes the project was carefully designed to use the computer to enlarge upon effective curricular experiences. (NH)

Examines the early writing of a young child over the course of several months to illustrate the struggle with the writing process. Draws parallels between the child's writing progress and that of the author as she learned to be comfortable as a writer and suggests implications for the teaching of writing. (HTH)

Examines a number of language activities in educational software, noting that most focus on surface structure and conventions, thus closing off students' options rather than expanding them. Discusses how, by improvising with word processors, teachers can tailor activities to help students explore and reflect on their reading and writing…

Describes a database course project which engages students in designing and developing their own data files. Asserts that the discussions which take place as students collect, organize, share their data, and consider ethical issues which arise from the proliferation of information systems, are most important. (RAE)

Discusses electronic spreadsheets and how they can be useful as a classroom tool for mathematical calculations and creating text matrices. Provides examples of electronic spreadsheets for plotting genealogy, comparing types of crocodilians, compiling data for "mystery liquids," and charting the differences and similarities among three versions of…

Examines two language arts computer innovations that are based on the process view of reading and writing rather than on the "reductionist" or individual skills view. The first is a software program called "Puzzler," the second is the application of word processing in composition. (HTH)

Discusses the potential of word processors for allowing students to generate and manipulate language while writing, and its superiority over the widespread use of computer programed packages and drills for teaching writing. (HTH)

Describes one child's experiences with learning to compose at the computer to illustrate how children have no preconceived expectations and are content to learn the computer's functions as the need arises. Advocates a classroom environment in which children are free to explore the computer's potential at their own pace. (HTH)

Describes how "critical incidents" that occur in the classroom can help teachers address their preconceived notions about learning and teaching, about knowledge, and about what counts as legitimate reading and writing. (HTH)

Argues that, although computers are wonderful machines, their role in the curriculum should not take center stage. Stresses that attention should be placed on what educators are trying to help students to experience and only secondarily should educators consider whether the computer can help in that endeavor. (MG)

Presents examples of how electronic mail can be used both to aid collaboration between teachers of writing in junior high school and college courses and to assist students directly. (MG)