Discusses the difficulty of figuring out how to show (not tell) someone what a compelling vision of education might be. Makes predictions about how technology will affect the teaching of writing. Asks readers to formulate their own predictions. (RS)

Describes briefly two projects of the National Writing Project (NWP) that encourage the incorporation of technology into NWP activities: the NWP/Polaroid Education Program Pilot Project and the "America's Smartest Home Videos" Awards Project. (SR)

Recasts and expands the working assumptions of the National Writing Project to make explicit their applicability to technology-related issues. Discusses levels of involvement, levels of use, the Writing Project/Technology Project Alliance, and the futures of new technologies in the writing classroom. (RS)

Considers how issues surrounding multicultural education are relevant to the use and role of technology in education. Discusses ways that educators are helping enhance and transform the experiences of the increasingly complex modern day classrooms through technology. (HB)

Software for computer assisted instruction in writing (CAI/writing) can be described in terms of "generations." The earliest (because easiest) application of computers to writing instruction was in the area of drill and practice. By focusing on one or another element of basic skills, well-designed drill and practice software provides instruction…

Argues for the value of technology, particularly computers, in the educational setting. Questions whether computers actually help improve student writing skills. Concludes that these questions are fraught with difficulties but that much further research should lead to clearer answers. (HB)

Provides an update and expansion of an earlier "Delphi Study" which predicted changes that might occur resulting from the impact of technology on the teaching of writing. Provides comments based on recent research. Discusses two books that focus specifically on technology and writing. (MG)

Gender, race, and socioeconomic status are important factors in the experience students have with computers before they reach college classrooms, and these experiences establish the foundation for student and faculty attitudes toward computers. English teachers' attitudes toward computers can be considered in the context of the thinking process…