Students today are often assumed to be digitally literate and prepared for college, but that is not always the case. Introductory technology courses at the college level provide students with the technology and digital skills necessary for them to succeed in college. This study, conducted at a small New England "business school" that…

This is a must-have resource for all K-12 teachers and administrators who want to really make the best use of available technologies. Written by Doug Johnson, an expert in educational technology, "The Classroom Teacher's Technology Survival Guide" is replete with practical tips teachers can easily use to engage their students and make their…

Describes how personal digital assistants (PDAs) can help even the most reluctant young writers feel empowered. Designed to provide a one-computer-per-person ratio for an entire classroom, they offer interactive word processing at a low price. PDAs are useful because they are ready when the students are, they promote collaboration, and they make…

A teacher of learning disabled students discusses use of the computer to free students from the constraints of their disability. Recommended are learner controlled utilities including word processing, data banks, and the LOGO programming language. (DB)

A program in a special school provides 60 deaf students (ages 9-19) with microcomputer access for three to four hours per week. The microcomputer is being used to develop student writing skills (creating, editing, refining), to publish a desktop school newsletter, and to participate in a telecommunications network. (DB)

The two components of this document are: (1) a brief position paper; and (2) a related but independent bibliography of references on using computers in reading/writing instruction. The paper presents six recommendations for the intelligent use of computers in the teaching of reading and composition, discussing the guidelines of the International…

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)

Looks at the way thinking has changed regarding one specific application: using word processors to teach writing to students with learning disabilities. Reviews research done in this area. (MG)

Presents rates of student computer use by grade level, frequency of use, reason for use, and family income. In 1996, 79% of 4th graders, 91% of 8th graders, and 96% of 11th graders were using a computer at home or at school to write stories and papers. (Author/SLD)

The research literature on the effect of computer assisted writing with disabled and non-disabled persons is reviewed. Covered are research on: composing processes, composing with computers, software for intervening in the composing process (e.g. drill and practice, text analysis, simulations); and developing writers. (DB)

Describes the use of microcomputers to enhance vocabulary instruction in content teaching. Reviews the types of software available. (JAD)

The article offers suggestions for using word processing as an intervention tool with language handicapped students from elementary to college levels. Examples are offered to speech/language clinicians for using word processing in both clinical and administrative applications. Basic word processing is described in addition to graphics, synthesized…

A study examined the effects of several text-entry methods, including handwriting and five computer-based approaches, in enhancing the speed of text entry for 108 students with learning disabilities. Handwriting was found to be the fastest mode of text entry, followed by word prediction. All methods improved writing accuracy. (Author/CR)

Suggests that students should consider five parts of the social environment for any writing/reading situation, especially considering social relationships forged there between writers and readers. Describes these five aspects, and argues that activities using computer technology and writing should focus students primarily on the social nature of…

Reports briefly on three recent summaries dealing with word processing and the teaching of writing. Notes that the first two are bibliographies compiled by the ERIC Clearinghouse on Reading and Communication Skills and the third is a synthesis and review conducted by a graduate student. (MG)