Educators have moved on from older models of technology-based education that focused on the attributes and basic uses of the hardware and software available to them. Now they are finding the necessary creative and innovative ways to harness technology's power for school and community educational improvement. In this column, the authors tell four…

Computer-based technologies offer promise as a means to assess students and provide teachers with better understandings of their students' achievement. This article describes recent developments in computer-based and web-based reading and literacy assessment, focusing on assessment administration, information management, and report creation. In…

While it is easy to find lesson plans on the Internet, the quality of plans and the formats in which they are written vary considerably, and the process of sifting through the chaff in order to find the wheat can be time-consuming and discouraging. To address these concerns the authors of this Technology in Literacy column introduce…

Offers suggestions for using classroom computers for individualized instruction in spelling and tips for choosing spelling software. (FL)

Notes two trends in the development of basal-related software and describes the Scott, Foresman Reading Courseware and the Ginn Reading Software. (JC)

Evaluates several voice synthesis programs for emergent readers which can be used to help make the transition from listening and speaking to reading and writing. (MM)

Points out why drill work has a role in the language arts classroom, explores the possibilities of using a microcomputer to give children drill work, and discusses the characteristics of a good software program, along with faults found in many software programs. (FL)

Describes computer software, including "The Electronic Bookshelf" and "Return to Reading," which provides motivation for recreational reading in various ways, including: quizzes, games based on books, and whole language activities for children's literature and young adult fiction. (MM)

Discusses the findings of the National Assessment of Educational Progress 1985-86 survey of American students' computer competence, focusing on findings of interest to reading teachers who use computers. (MM)

Presents eight guidelines to consider when using computers for language instruction, emphasizing computer use in a social and purposeful context. Suggests computer software which adheres to these guidelines. (MM)

Describes the Local Area Network (LAN), a project in which students used LAN-based word processing and electronic mail software as the center of a writing process approach. Discusses the advantages and disadvantages of networking. (MM)

Examines and evaluates microcomputer software designed to assist in diagnosing students' reading abilities and making instructional decisions. Claims that existing software shows valuable potential when used sensibly and critically by trained reading clinicians. (MM)

Reviews software available to the classroom teacher for desktop publishing and describes specific classroom activities. Suggests using desktop publishing to produce large print texts for students with limited sight or for primary students.(NH)

Argues that computer software designed for use in content areas also can be useful for reading instruction. (FL)

Discusses the need for and the problems with teaching keyboarding to elementary school students, and the types of software necessary for meaningful instruction. (JC)