Focuses on design issues of HyperCard and introduces a variety of design-related topics to raise issues and to point to resources. (MG)

Recasts and expands the working assumptions of the National Writing Project to make explicit their applicability to technology-related issues. Discusses levels of involvement, levels of use, the Writing Project/Technology Project Alliance, and the futures of new technologies in the writing classroom. (RS)

Presents a brief annotated bibliography of books, periodicals, and other resources for teachers when incorporating computers into English/language arts courses. (MM)

Examines HyperCard materials (computer software used to build structures that create patterns and connections) specifically designed for English and language arts classes. (MM)

Shares a variety of illuminating metaphors for expressing the special nature and spirit of Hypercard (computer software used to build structures that create patterns and connections). Emphasizes Hypercard's multiple personalities and reminds readers that there are many useful and enriching ways to describe Hypercard. (MG)

Describes the National Writing Project's Technology Network. Outlines two specific national efforts of this network: (1) the National Writing Project/Polaroid Education Program Pilot Project, and (2) America's Smartest Home Videos. (HB)

Argues for the value of technology, particularly computers, in the educational setting. Questions whether computers actually help improve student writing skills. Concludes that these questions are fraught with difficulties but that much further research should lead to clearer answers. (HB)

Presents the second article in a two-part series on HyperCard materials (computer software used to build structures that create patterns and connections) designed for English and language arts classes. Suggests assignments for use with early HyperCard software that can be adapted to a variety of nonverbal "stackware." (MM)

Describes the available computer network resources and some of the relevant terms, practices, and notions that are quickly evolving with the growth of the so-called information superhighway. Covers the historical trends and considers future challenges to be faced in view of changing technologies. (HB)

Provides an update and expansion of an earlier "Delphi Study" which predicted changes that might occur resulting from the impact of technology on the teaching of writing. Provides comments based on recent research. Discusses two books that focus specifically on technology and writing. (MG)