Argues that the computer has many advantages over traditional technologies in learning, thinking, and problem solving. Argues that if reading and writing are taught as thinking processes akin to problem solving, then skills and experiences acquired on the computer should transfer well, with guidance, to print literacy. (RS)

Discusses (1) paired storytelling in an English-as-a-foreign-language setting; (2) a state survey of computer usage in adult literacy programs; (3) using cooperative learning in teaching content reading; (4) learning-disabled students and the SQ3R formula; and (5) five rules for making collaborative learning effective. (SR)

Declares the need to train teachers to use computers in reading and language arts and describes a training program used with undergraduate education majors at the State University of New York at Geneseo. (SRT)

Discusses a variety of ways that teachers at all levels are using databases in their classrooms, how students respond to working with databases, the relationship of databases to inquiry learning, and how databases can be integrated into the curriculum. (RS)