Provides the responses of nine practicing English teachers to the questions, "What will the classroom be like in the year 2001? What changes do you hope to see implemented by then? What do you expect? What do you fear?" (HB)

This article presents the story and reflection of Jennifer Ritter who shares two critical elements in the process of induction into the world of teaching English. She reminds teachers that the matching of student teacher and cooperating teacher is seldom the result of the extended scrutiny of the attributes of the prospective teacher and the…

Argues that, as educators embrace new technology, it is important to look at the tradeoffs. Proposes and discusses five "common denominators" that cut across media and communications technologies, past and future. Offers generalizations about common elements in all language that permit analysis and critique of the new media and help students…

Jason Ranker argues that struggling students need "opportunities to use print and produce meanings in diverse and multifaceted ways." His case study of two fifth-grade girls who used digital video production to better understand aspects of the civil rights movement reveals ways in which multimodal literacy practices "can create new possibilities…

Describes some of the Shakespeare software available to educators. Explains some of its applications in the secondary school language arts classroom. Shows how Shakespeare texts on disc allow students to cut sections of the play to enhance their own performances (for example, a 20-minute version of "Much Ado About Nothing") and how…

Points out that bringing technology into the schools illuminates, and perhaps exacerbates, the advantage that students from wealthy families have over students from poorer families. Notes that advocates for technology often have an agenda that has nothing to do with students' learning. Discusses what educators can do in the face of all this. (SR)