Investigates the effect of microcomputer typing tutorials on students' typing speed. Finds that the typing tutorial was effective regardless of the environment (supervised or unsupervised), grade level, gender, or prior typing experience. (RS)

Reviews recent research concerning the use of computers in language arts instruction, reporting little impact on writing quality, but improvement in students' attitudes toward writing. Provides suggestions for effective computer use and warnings concerning their limitations and misuse in the teaching of basic writers. (DMM)

To provide students with an opportunity to become computer literate, the University of Michigan has required at least one computer-intensive writing class. A fully equipped computer lab has been provided for students who do not own a computer. In order to determine the most effective technique for teaching students how to use the word processors,…

This symposium includes the following papers: "Software for the Classroom: Issues in the Design of Effective Software Tools" (D. Midian Kurland); "Computers for Composing" (Janet H. Kane); "LOGO Programming and Problem Solving" (Roy D. Pea); "The Computer as Sandcastle" (Jeanne Bamberger); "Learning…

This two reviews of the literature on computer-assisted instruction (CAI) are intended to provide a general outline of the major issues involved in the use of computers in education. The 1986 review focuses on definitions, computer usage, achievement gains, staff development, and trends, while the 1986-87 update focuses in particular on the…

Examining the impact of computers in language arts instruction, this journal issue focuses on the practical classroom use of computers. The essays discuss the following topics: (1) using the personal computer to organize the language arts curriculum; (2) computers in a writing project; (3) the potential of microcomputers for English classrooms;…

This metanalysis reviews 32 studies that compared 2 groups of students receiving identical writing instruction, with only 1 group using word processing for writing assignments. Word processing improved the quality of student writing but did not improve student attitudes. Suggestions are given for using word processing more effectively. (SLD)

Recommends that writing teachers integrate word processing and revision strategies when teaching how to diagnose and correct structural writing problems. Presents exercises employing these methods in a first-year English composition course. Stresses the computer's ability to help students evaluate their writing, encouraging eventual independent…

Prepared from taped transcripts, this report summarizes presentations and panel sessions from a conference at Syracuse (New York) University that investigated the power that computers deliver to teachers and students of writing and editing, and the challenge of making the transition from typewriters to computers in the classroom. Titles of the…

Presents summaries of research studies related to instructional computer use: three compare word processed and handwritten text of students with and without learning disabilities; one compares student retrieval skills using print and electronic encyclopedias; and one examines computer use by math and science teachers via data from a U.S. national…

Intended to (1) acquaint teachers with the potential of computers, (2) show them what changes writers may have to make in their composing habits, and (3) inform teachers of the changes they may have to make in course syllabi to prepare students for the demands of the electronic world, this book examines the impact of technology on composition…

The experience of Central Pennsylvania's Keystone Central School District (KCSD) illustrated how microcomputers can help solve some of the characteristic problems of rural schools. KCSD's Renovo Elementary School has 3 stand-alone microcomputers and the district's Buckeye High School has 12 networked microcomputers. One major benefit of the…