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Your search keyword '"Marcus, Stephen"' showing total 12 results
Start Over Author "Marcus, Stephen" Topic educational technology
12 results on '"Marcus, Stephen"'

2. The Vision Thing.

Author

Marcus, Stephen

Abstract

Discusses the difficulty of figuring out how to show (not tell) someone what a compelling vision of education might be. Makes predictions about how technology will affect the teaching of writing. Asks readers to formulate their own predictions. (RS)

Published
1994

4. Computers, Composing, and the Productivity Paradox.

Author

Marcus, Stephen

Abstract

Argues for the value of technology, particularly computers, in the educational setting. Questions whether computers actually help improve student writing skills. Concludes that these questions are fraught with difficulties but that much further research should lead to clearer answers. (HB)

Published
1992

5. Technology and the National Writing Project.

Author

Marcus, Stephen

Abstract

Recasts and expands the working assumptions of the National Writing Project to make explicit their applicability to technology-related issues. Discusses levels of involvement, levels of use, the Writing Project/Technology Project Alliance, and the futures of new technologies in the writing classroom. (RS)

Published
1992

6. Virtual Realities and the Future of Text.

Author

Marcus, Stephen

Abstract

Discusses issues surrounding virtual reality and "virtual books." Suggests that those who are exploring the territory of virtual realities are already helping to expand and enrich expectations and visions for integrating technology into reading and writing. (RS)

Published
1992

7. Computers and English: Future Tense...Future Perfect?

Author

Marcus, Stephen

Abstract

Provides an update and expansion of an earlier "Delphi Study" which predicted changes that might occur resulting from the impact of technology on the teaching of writing. Provides comments based on recent research. Discusses two books that focus specifically on technology and writing. (MG)

Published
1990

8. What Are HyperCard? (Part 4).

Author

Marcus, Stephen

Abstract

Discusses, in part four of a series on HyperCard, the general issue of innovation as it relates to HyperCard, and presents some of the "savvy" regarding HyperCard that has developed in the course of its use in the classroom and in teacher training. (SR)

Published
1990

9. Computers and the Teaching of Writing: Variations on a Theme.

Author

Marcus, Stephen

Abstract

Software for computer assisted instruction in writing (CAI/writing) can be described in terms of "generations." The earliest (because easiest) application of computers to writing instruction was in the area of drill and practice. By focusing on one or another element of basic skills, well-designed drill and practice software provides instruction that takes advantage of the computer's capacity for presenting information in a compelling and interactive way while keeping track of students' progress. Second generation software--or writer aids--refers to software that focuses on one or another stage of the composing process: prewriting, writing, or rewriting. This generation, in addition to including prewriting programs and using word processors, provides programs that will analyze the surface features of the students' text and give feedback on such dimensions as the degree of sexist language, jargon, or imprecise diction. Third generation software includes integrated author systems. In addition to these more traditional approaches, there is the growing availability of telecommunications networks that provide students with the opportunity to write to others, get responses, and get real responses from real readers. The field of CAI/writing is fortunate in that it has plenty of good models to choose from in the instructional arena. (HOD)

Published
1984

10. Computers in Thinking, Writing, and Literature.

Author

Marcus, Stephen

Abstract

Gender, race, and socioeconomic status are important factors in the experience students have with computers before they reach college classrooms, and these experiences establish the foundation for student and faculty attitudes toward computers. English teachers' attitudes toward computers can be considered in the context of the thinking process model analogous to the writing process: the degree to which teachers' attitudes have resulted from prethinking rather than rethinking of facts, fears, and intuitions reflects humanities writers' and teachers' ambivalent relationships with technology. Historically, computer assisted instruction in writing has ranged from early single-activity drill-and-practice software to the notion of "idea processors." There are now numerous applications for computer assisted instruction in literature: tutorials, word processing activities, data base courseware, creative writing software, and interactive fiction. Attitudes toward this changing technology need to be reexamined. Teachers' prethinking, thinking, and rethinking will be a major force in making the most of current technology and students' preconceptions. (HOD)

Published
1985

11. Useful Hoopla: Technology and Multiculturalism.

Author

Marcus, Stephen

Abstract

Considers how issues surrounding multicultural education are relevant to the use and role of technology in education. Discusses ways that educators are helping enhance and transform the experiences of the increasingly complex modern day classrooms through technology. (HB)

Published
1993

12. News from The National Writing Project.

Author

Marcus, Stephen

Abstract

Describes briefly two projects of the National Writing Project (NWP) that encourage the incorporation of technology into NWP activities: the NWP/Polaroid Education Program Pilot Project and the "America's Smartest Home Videos" Awards Project. (SR)

Published
1993

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