Describes the design of a microcomputer-based system at the University of Ottawa which provides teachers with the capabilities of computerized slides and transparencies. The slides are texts created with word processors which are presented to the class via a large screen video projector, and software provides regular overhead projector functions.…

Focuses on types of questions raised in the encoding of historical documents. Illustrates how Text Encoding Initiative-based encoding produces a text that is of major value to future historical researchers. Maintains that software development is a barrier to developing text encoding tables. (CFR)

Based on an examination of the organizational features of editing during collaborative computer writing in a combined first and second grade classroom in a Catholic school during the 1985-86 school year, this paper argues that there is a fundamental difference between collaborative and solo computer writing, and that collaboration during computer…

A study investigating collaborative computer use for writing at the primary level was conducted at a Catholic school in Toronto through videotaping and observation in a first grade classroom over a period of 3 weeks. It was found that the differentiation of tasks by the computer into two types of acts--inputting signs and arranging text--was…

Presents study results on text revision strategies using a simplified word processor that records movements of linguistic units. Reports that adult subjects used the simultaneous strategy for correcting narrative and local-then-global strategy for correcting description whereas children used the local-then-global strategy for the narrative, but no…

Examines the premise that experience with computers can fundamentally alter teaching. Contends that the promise of computers and other educational technology is overstated. Presents a case study and summaries of other studies that suggest a teacher's instructional philosophy is a more powerful determinant of computer effectiveness. (CFR)

Reports on a study of the writing skills of 51 Italian fourth graders who used word processors for several months. Concludes that word processing can help motivate children and teachers to do more writing and that further improvement in writing skills would occur if the children received writing instruction. (CFR)

Reports on a study about the influence of different writing tools and classroom environments on students' writing processes and achievement. Finds that using computers rather than pen-and-paper writing was less teacher dominated and more student independent. Discusses implications of the study. (CFR)

The main purpose of this 8-month study was to determine whether significant differences in student learning and attitudes occur as a result of the use of word processors, but curriculum changes, inservice teacher requirements, obstacles to incorporating word processing into language arts programs, effective teaching strategies, and effective…