The theme of this year was educate to liberate. A reminder to the literacy community that education, and literacy extend beyond the content and courses we teach. As Freire puts it, "Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are…

"Proceedings of International Conference on Research in Education and Science" includes full papers presented at the International Conference on Research in Education and Science (ICRES) which took place on April 27-30, 2024, in Antalya, Turkey. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and…

This exploratory study examined the use of symbol-supported writing software with students with Down syndrome across two school years. In Year 1, 43 participants used this software and provided data over four months. In Year 2, 17 of the same participants provided data over an additional five months. A quasiexperimental repeated measures design…

Web 2.0 technologies, open source software platforms, and mobile applications have transformed teaching and learning of second and foreign languages. Language teaching has transitioned from a teacher-centered approach to a student-centered approach through the use of Computer-Assisted Language Learning (CALL) and new teaching approaches.…

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)

Reports an interview with Peter Kelman of Scholastic Software. Describes several developments in writing software for elementary and secondary level students. (MM)

Shares how to use the computer lab and peer interviews to help students get to know each other at the beginning of the school year. Provides an example of a peer portrait on-line worksheet for students to use. (MG)

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)

Evaluates several voice synthesis programs for emergent readers which can be used to help make the transition from listening and speaking to reading and writing. (MM)

Investigates three projects in which preservice teachers enrolled in a content area literacy course used online technologies and literacy strategies to promote learning among students of various ages at schools some 45 miles (70 km) distant from the university campus. Notes that quantitative data show the positive influence of cybermentoring on…

Provides brief accounts of how two writing instructors integrated simultaneous networked writing into their classrooms. Presents actual excerpts from the writing dialogs produced by students. (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)

Indicates that the teachers viewed the Internet's influence on reading as an extension of traditional literacy skills. Notes that the elementary teachers noticed an increase in their students' motivation to write when their work was published on the Internet for a greater audience, but the secondary teachers did not find that was the case. (SG)