Discusses six factors to consider when getting onto a computer network: (1) evaluate each situation; (2) contact each network; (3) develop a financial plan; (4) investigate the school's phone system; (5) get other advisers' opinions; and (6) plan how the network will be used. (MS)

Offers suggestions for training people to use the Internet. Topics discussed include levels of training; goals; matching objectives to student interests; the importance of interactive sessions; student log books; conducting student evaluations; follow-up; and the necessity for the instructor to keep current. (four references) (LRW)

Describes an imaginary future classroom in which students are engaged in cooperative group writing on a computer network. (SR)

Describes in detail the functions and applications of a computer software program called "ClassWriter" that sets up networked electronic space in which computer conversations can take place. Outlines ways of using the program in the writing classroom. (HB)

Discusses the differences between computer-mediated communication (CMC) and print or oral communication. Describes advantages and problems of using electronic mail in a business context. Recommends research and teaching of CMC in the business writing classroom. (MM)

Offers suggestions on ways to include electronic mail skills in college classes, focusing on wide-area networks not on networks within a classroom. (SR)

Notes that, although networked writing classrooms are more egalitarian than non-networked classrooms, networks cannot prevent discrimination. Social identity theory, from social psychology, suggests that instructors must be careful when focusing courses on divisive social issues; the presentation of these issues can break down into binary…

Discusses collaborative projects developed between different teachers using online networks that allow students to create or write for an audience. Topics include gathering and sharing information online, cooperating in an integrated study, developing a final project, generating your own project, and joining an existing project. (LRW)

Discusses some techniques and methodologies used in efforts to integrate computers and communication technology into existing curricula. Discusses teacher-student interaction, student-student interaction, electronic guest lecturers, and electronic forums and panels. (SR)

Shows how computer technology can be used to enhance teaching in a variety of ways, from software and simulations to networking and telecommunications. (SR)

Discusses how computer-mediated communication (CMC) can be used to enhance communication among teachers and students, as it extends learning beyond the classroom, balances power, and is efficient. Describes how CMC worked in three courses and what interactions occurred as a result. (SR)

Describes computer conferencing as a particularly useful alternative to traditional approaches to teaching college composition. Gives a basic outline of how an instructor might utilize computer networks to set up a composition course. (HB)

Offers a detailed lesson plan for a computer-equipped writing class, featuring the Daedalus Interchange program and a set of goals and activities for teaching synthesis, generalization, and the value of multiple "voices." (SR)

Discusses the variety of uses and benefits of computer conferencing for educators. (MG)

Describes the technical, experiential, and systemic challenges encountered in computer-assisted writing classes. Discusses the gap between the theoretical benefits and the reality of computer-assisted writing instruction. Offers recommendations for teachers planning syllabi, assignments, and lesson plans for computer-assisted classes. (MM)