Discusses the collaboration of two first grade girls as they wrote three stories on a newly installed classroom computer. Finds that children bring a great deal of knowledge about the processes and conventions of writing and story construction into their composition. Notes that a single microcomputer can be put to valuable use without complicated…

Discusses the potential of word processors for allowing students to generate and manipulate language while writing, and its superiority over the widespread use of computer programed packages and drills for teaching writing. (HTH)

Discusses the rich potential of Logo (a computer programing system for children) and particularly LogoWriter (its word processor) as learning tools in the language arts. Cautions against their use as rote exercises. (SR)

Examines two language arts computer innovations that are based on the process view of reading and writing rather than on the "reductionist" or individual skills view. The first is a software program called "Puzzler," the second is the application of word processing in composition. (HTH)

Examines a number of language activities in educational software, noting that most focus on surface structure and conventions, thus closing off students' options rather than expanding them. Discusses how, by improvising with word processors, teachers can tailor activities to help students explore and reflect on their reading and writing…

Discusses the potential of microcomputers for accomplishing educational goals beyond drill and practice software. Describes a program in which students have access to a computer-based network that connects classrooms in four states, which allows peer response, develops a sense of audience, and gives students greater control over their literacy…

Discusses the use of keyboarding skills in elementary classrooms and stresses the importance of establishing writing environments that help children to understand writing as communication. (MG)

Presents observations on the effects of a word processing program developed for first-grade students. Focuses on the composing and transcribing abilities of six students, representing the range of abilities in the class. (HTH)

Discusses how microcomputers can stimulate invention in composition, through electronic mail, text analysis, and word processing programs. Describes two exploratory studies designed to examine the feasibility of using a word processor for language experience and sentence-combining activities in the elementary school classroom. (HTH)

Highlights 14 ERIC documents dating from 1987 to 1989 that are resources for using computers in the language arts classroom. Presents annotations for each document. (MG)

Two articles point out the importance of students' collaboration in the computer lab. The first describes two students' use of the word processor to write a story collaboratively. The second analyzes the dialogue of two students playing a computer game, showing that such games help students become better at planning and decision making. (ARH)