Offers five high school teachers' comments regarding how the computer has changed their lives in the classroom, the uses they make of it, and what it promises for the immediate future. (SR)

Four teachers discuss using the word processor to (1) teach writing, (2) help students with dyslexia, and (3) access an information retrieval service for research papers, as well as for other classroom purposes. (EL)

Describes several uses for computers in the English classroom, including word processing, typing practice, and networking. (MM)

Describes one teacher's use of a "computer daybook"--an online journal that keeps track of students' progress in learning word processing and in grappling with the problems of writing. Lists several prompts useful for students beginning to learn word processing. (ARH)

Argues that much of the flurry of activity in schools involving computers is a computer con game. Tells how computers should be used for educational purposes and how teaching methods would change as a result. (EL)

Outlines the advantages of using microcomputers in producing high school newspapers--word processors permit the generation of columnar newspaper copy and encourage student revision--and suggests three necessary characteristics in computer hardware--a large memory, good software, and reliable technical assistance for handling problems. (MM)

Notes the advantages grade 10 English students found in using a word processor: (1) they spend more time reworking text, (2) they are better able to determine needed change, (3) they find the revision process less arduous, and (4) they seem to find it easier to develop a sense of audience. (MM)

Argues that to use computers to help teach the writing process, English teachers must develop both short- and long-term plans for computer usage and must insist on helping to select their school's hardware and software. (MM)

Describes interactive computer software programs that develop prewriting, word processing, and revising skills. (MM)