Noting that many elements of the English classroom--printed books, paper, pens, and typewriters--now considered indispensable were once innovations in technology, the articles in this focused journal issue explore the impact of electronic technologies on the English classroom and how to adapt those technologies to instruction. The essays deal with writing in an age of technology, computers in education, and technology and society. The titles of the essays and their authors are as follows: (1) "Teaching Technical Writing to Influence Potential Technocrats" (Bruce W. Speck); (2) "A Case for Teaching Technical Writing in the High School" (Dennis M. Walsh); (3) "Visual Literacy Comes of Age" (Hilary Taylor Holbrook); (4) "Using Television in Teaching the Language Arts" (Samuel A. Perez); (5) "Encountering 'The Day After'" (Ulrich H. Hardt); (6) "Audio-Visual and the Basic Writer" (Sallyanne H. Fitzgerald); (7) "Buddy Writing, Paragraph Skeletons, and Overhead Transparencies: Strategies for Teaching Paragraph Writing" (Gene Fazio, Judy Pearce, and Gwen Rowley); (8) "The Overhead Projector: That Model-T with a Laser-Option"; (9) "The Camera Eye and Two Freshman Writers" (David Sosnowski and Russell E. Stratton); (10) "Advent of the Post-Gutenberg University" (Joseph Raben); (11) "The Computer and the College Composition Class: Projections" (Ruth Gardner); (12) "Personal Computer Ads: The Power of the Pitch" (Jane Connelly); (13) "Strategies to Battle the Problem of Academic Inertia" (Pepper Worthington); and (14) "Knowledge and Imagination" (Hugh Burns). (HTH)