Composing is an essential part of literacy development in early childhood classrooms, and writing experiences are continually changing through advances in technology. Writing in a new language can be particularly challenging for emergent bilinguals as they navigate learning how to spell in English as part of the writing process. New pedagogical…

This teaching tip showcases instructional strategies and scaffolds from an out-of-school digital writing camp. Often, teachers may be hesitant to incorporate digital tools into their literacy instruction for various reasons (e.g., scripted curriculum, fear and uncertainty of digital tools, lack of experience and knowledge with technology), yet it…

The authors describe a strategy that empowers students to edit and revise their own writing. Students input their writing in to text-to-speech software that rereads the text aloud. While listening, students make necessary revisions and edits.

Discusses using software along with a "textset" of two books related by theme and topic. Describes two examples that use the software's topic or theme to introduce students to a pair of books. Shows how connections between the software and the books become the impetus for off-line and on-line writing activities. (PRA)

Discusses three different types of databases: utility database programs, add-on databases, and stand-alone databases. Describes how databases motivate students' reading and writing. (MM)

In the current industry-driven educational climate, resources are produced, marketed, and subsequently understood to be synonymous with "balanced literacy." This article critically examines various programs currently in wide use to demonstrate this occurrence. The examination specifically provides examples of how the appropriation and…

Presents eight guidelines to consider when using computers for language instruction, emphasizing computer use in a social and purposeful context. Suggests computer software which adheres to these guidelines. (MM)

Evaluates several voice synthesis programs for emergent readers which can be used to help make the transition from listening and speaking to reading and writing. (MM)

Comments on six points of belief commonly held by whole language teachers. Considers how computers can facilitate teaching and learning in ways that are consistent with those points of belief. (MG)

Explains how word processing can make it easy for students to adapt and improve text until they are happy with the results. Offers an example of word processing in action. (FL)