ERIC Number: ED288199
Record Type: RIE
Publication Date: 1987-Oct
Reference Count: N/A
Teaching Writing with Computers: Are We Being Realistic?
Herrmann, Andrea W.
While teachers of writing and related disciplines have become increasingly convinced of the value of computers in classrooms, there have also been reports of obstacles that arise when innovating with computers and word processing in the schools. Educators must determine whether the problems are mere inconveniences or potential barriers to the successful implementation of computers as writing tools. Among the difficulties and related observations are the following: (1) computer instruction at the high school level tends to be about the computers themselves rather than using computers to teach content area subjects; (2) teachers and administrators need to collaborate concerning pedagogical applications of computers; (3) teachers also need to collaborate with students about their needs in computer-based writing classes; (4) teachers require opportunities and incentives to acquire the skills it takes to understand and teach with computers; (5) teachers must decide the role of the computer in their classroom (i.e., drill and practice or composing tool); (6) students and teachers both must adjust to the interactive nature of computer learning; (7) teachers should consider whether to use other writing software in addition to word processing, such as outlining, spelling, and style software; (8) administrators need to create ongoing inservice programs designed to be responsive to computer-using English teachers; and (9) educators can choose to view change caused by using computers as liberating rather than threatening. (Seven references are appended.) (SKC)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the South Central Modern Language Association (Houston, TX, October 29-31, 1987).