Word processing continues to be the focus in many classrooms, although more and more teachers now ask students to publish on the Web, engage in e-mail conversations regarding their reading and writing, create slide presentations that represent their learning, post to blog sites, etc. And while there is a growing body of research that supports those activities, much of the research on classroom computing has looked at word processing. In this article, the author reviews the research that supports the premise that students write more, write better, revise more, interact more productively, and write in more varied ways when using computer technology.