Describes a multimedia CD-ROM yearbook project which combines words, sounds, and images to interpret meaning. (MG)

Describes electronic clustering, an evaluation strategy that graphically reveals students' higher level thinking skills. (MG)

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)

Describes the California Literature Project Multimedia Institute (MMI) as an interesting model of literature-based multimedia training for teachers. States that the goal of the MMI is to increase learning in the language arts classrooms through the creative and responsible use of technology. (MG)

Illustrates how electronic outlining is an easy way to empower students through the use of technology. Discusses how electronic outliners provide students with a dynamic medium for recording and organizing their ideas prior to writing. (MG)

Discusses the advantages of making the writing center part of the instructional media center in schools and provides some questions to consider in setting up a writing center. Offers three examples of popular writing assignments. (MG)

Describes the interactive multimedia essay, HyperCard, and MediaText, and the benefits of what they offer for secondary writing classrooms. (MG)

Describes the I-search process and discusses ways in which technology can be integrated into an I-search unit. Illustrates how teachers field testing the approach in four middle schools creatively and meaningfully used technology to benefit student learning. (MG)

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)

Discusses the work of Beatrix Potter as an artist and natural scientist. Presents three classroom projects which integrate technology, fine art, aesthetics, writing, and science. (MG)

Begins the process of developing an understanding of integrated media learning to use integrated media effectively, especially as it relates to writing and students at risk of school failure. (MG)

Discusses a research project examining the integration of computers into seventh and eighth grade language arts classrooms. Focuses on the ways in the researchers' observations tend to conform to what has been shown by existing research. Discusses their results in terms of four themes that emerged in their analysis. (MG)

Describes how the use of whole media can cut across the curriculum, age, and cultural differences and provide students with unique opportunities to give meaning to their thoughts and ideas. (MG)

Focuses on three writing programs involving laptop computers for reluctant writers within the Seattle Public Schools. Notes that each program uses their laptops in very different ways to impact the teaching and practice of writing in schools. (MG)

Describes the writing lab at Samuels School, a bilingual school in Denver, CO, where students use computers to improve their writing ability. (MG)