This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…

Describes how personal digital assistants (PDAs) can help even the most reluctant young writers feel empowered. Designed to provide a one-computer-per-person ratio for an entire classroom, they offer interactive word processing at a low price. PDAs are useful because they are ready when the students are, they promote collaboration, and they make…

A teacher of learning disabled students discusses use of the computer to free students from the constraints of their disability. Recommended are learner controlled utilities including word processing, data banks, and the LOGO programming language. (DB)

Describes three writing activities designed to link literature, technology, and the visual and performing arts. (MM)

The two components of this document are: (1) a brief position paper; and (2) a related but independent bibliography of references on using computers in reading/writing instruction. The paper presents six recommendations for the intelligent use of computers in the teaching of reading and composition, discussing the guidelines of the International…

Word processing does not, in itself, teach revision. Students with incomplete revision strategies will not begin revising at a higher level simply by using a word processor. New computer strategies for teaching revision are needed--revision strategies that use the computer to reorganize, elaborate, and strengthen what has already been written. For…

Reports an interview with writer Ken Kesey. Discusses Kesey's cooperative novel-writing project with a class of graduate students from the University of Oregon. (MM)

Reviews studies on the effects of introducing word processing to basic writers. Presents the findings of an original pilot study which concludes that computer instruction causes basic students to write more. Suggests ways of improving instruction and obtaining more consistent results in future studies. (HB)

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)

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

Describes the use of microcomputers to enhance vocabulary instruction in content teaching. Reviews the types of software available. (JAD)

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

Provides a brief history of research in word processing and writing, describes the use of word processing as a writing aid, and discusses the problems and issues in research design in the area of word processing instruction. (MG)

Presents findings from 18 reviewed studies with regard to attitude and the quality of writing performance. Discusses pedagogy and the problem of defining basic writers. Suggests research directions that can help move educators toward a new pedagogy. (MG)

Examines the information handling ability of the personal computer. Shows how the personal computer can link three learning techniques into a coherent learning strategy appropriate for undergraduate college students. Argues that the personal computer is a powerful tool that can make students' efforts more productive. (RS)