Shares how to use the computer lab and peer interviews to help students get to know each other at the beginning of the school year. Provides an example of a peer portrait on-line worksheet for students to use. (MG)

Describes a multimedia CD-ROM yearbook project which combines words, sounds, and images to interpret meaning. (MG)

Describes electronic clustering, an evaluation strategy that graphically reveals students' higher level thinking skills. (MG)

Discusses how students can express their feelings and problems through writing, painting, and drawing; also discusses how this process can increase the awareness and sensitivity of their classmates. (MG)

Looks at the way thinking has changed regarding one specific application: using word processors to teach writing to students with learning disabilities. Reviews research done in this area. (MG)

Describes the California Literature Project Multimedia Institute (MMI) as an interesting model of literature-based multimedia training for teachers. States that the goal of the MMI is to increase learning in the language arts classrooms through the creative and responsible use of technology. (MG)

Discusses ways to encourage children to write on topics of their choice and use the word processor to revise their writing. (MG)

Shares how middle school students easily learned to use the CD-ROM for their writing and research activities. (MG)

Discusses methods for students to use in revising their writing on Apple IIe and Macintosh computers, and using HyperCard. (MG)

Illustrates how electronic outlining is an easy way to empower students through the use of technology. Discusses how electronic outliners provide students with a dynamic medium for recording and organizing their ideas prior to writing. (MG)

Notes that not having anything to say is a major hurdle in the writing process at the middle school level. Describes two common classroom experiences, based on the software programs "GeoWorld" and "Food for Thought," that enable all students to acquire and share information together. (RS)

Describes the interactive multimedia essay, HyperCard, and MediaText, and the benefits of what they offer for secondary writing classrooms. (MG)

Describes the I-search process and discusses ways in which technology can be integrated into an I-search unit. Illustrates how teachers field testing the approach in four middle schools creatively and meaningfully used technology to benefit student learning. (MG)

Describes the program Learning Circles on the AT&T Learning Network in which groups of six to eight classes from around the world cooperatively on a common theme designed to extend classroom learning and provide a purpose, audience, and motivation for research and writing. (MG)

Discusses how the computer can be used to help students learn to revise their writing through peer review, rereading their writing, and reacting and reshaping their writing in response to their peer's comments. (MG)