At Adam Scott Collegiate and Vocational Institute (CVI) in Peterborough, Canada, the Learning Commons is the school's central place for introducing new technology to students and teachers. This includes collaborative projects with teachers to develop curriculum that uses new technologies. Over the last few years podcasting as well as other online…

Presents the opinions of two computer educators on the use of "The Bank Street Writer" and "WordStar" in the classroom. (AEA)

This paper contends that students who are learning to use computers can benefit from having an overview of the history and social context of computers. The paper highlights some milestones in the history of computers, from ancient times to ENIAC to Altair to Bill Gates to the Internet. It also suggests some things for students to think about and…

Reports on an imaginary exercise in which five Standard General Markup Language developers created five different document type definitions for the literary magazine "The New Yorker." Illustrates the richness and complexity of document type definition development. (SR)

Describes the kinds of computer equipment needed for a personal word processing system. The characteristics and capabilities of specific devices, including keyboards, printers, and disk drives, are discussed. (JL)

Discusses the potential of word processors for allowing students to generate and manipulate language while writing, and its superiority over the widespread use of computer programed packages and drills for teaching writing. (HTH)

It is noted that there is some expectation that the word processor may soon become an effective tool to teach writing but that there is debate on this issue. Three educators present their views in separate statements and within the context of a group discussion. (MP)

Allocating limited resources to an unlimited demand is an issue faced by data processing management in higher education. Use of the central computer for word processing is creating a demand at many institutions that is stretching and exceeding the available computing resources. (Author/MLW)

Discusses the benefits of using a word processor for composition in the areas of prewriting, revising, proofreading, and printing. (AEA)

Most currently available computer-assisted language learning offerings fall into three categories: instructional, collaborative, and facilitative. Each is described and cost-effective approaches to using them are noted. (Contains two references.) (LB)

Discusses the drawbacks of computer assisted instruction in the composition classroom. (FL)

Discounts Collier's study of the effect of computer-based text editors on the quality of students' revision, arguing that editing is not an innate skill and that the computer predictably would not improve upon a process with which the students are not familiar. Collier replies that he excluded several methodological alternatives to reduce the…

Discusses what computers (word processors) can do for the writer. Examines the physical and psychological constraints experienced by writers and explains how word processors can help in overcoming them. (FL)

A discussion is provided of the use of computers in writing instruction at the community and junior college level. After providing an account of the introduction of computer technology into the author's personal and professional life, the paper outlines ways in which the computer can be used to teach writing skills. Following an analysis of the…

Delineates the impact that telecommunications has had on the knowledge and training required of high school journalism educators and their students. (AEA)