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Describes the available computer network resources and some of the relevant terms, practices, and notions that are quickly evolving with the growth of the so-called information superhighway. Covers the historical trends and considers future challenges to be faced in view of changing technologies. (HB)

Describes how to transform a Rubik's cube into a tool for thinking and writing about literature. Notes how the six faces of the cube are labeled with common examples of theme, character, method, "world,""change," and reader perspective. Describes how, after shuffling, each face includes examples from each perspective. (RS)

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)

Outlines the various kinds of innovations in computers and telecommunications technology available to educators. Considers the everyday needs of teachers. Argues that teachers should learn to use fully any systems already available to them. (HB)

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)

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)

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)

Describes a simple computer game for writing poetry. Notes the advantages and limitations of such computer assisted English instruction. (RL)

First of a two-part series identifying probable changes in English instruction resulting from technology's impact on society and schools. Predicts consequences of interactive reading and writing software, style checkers, teacher-monitored networks in electronic writing labs, computer generated texts, and desktop publishing. (JG)

Second of a two-part series that identifies probable changes in English instruction resulting from technology's impact on society and schools. Provides a review of five books recommended for considering the source, nature, and direction of trends in hardware, software, and "neural netware," or brains. Reports questions used by researchers on this subject. (JG)

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)

"Compupoem" is a program that helps students write poems, emphasizes process/product, and encourages divergent problem-solving. A description of the program, sample student session, and an example of a completed poem are provided. The Computers and Poetry Project which produces elementary/secondary-level, interactive poetry-writing activities is also described. (JN)

Describes the National Writing Project's Technology Network. Outlines two specific national efforts of this network: (1) the National Writing Project/Polaroid Education Program Pilot Project, and (2) America's Smartest Home Videos. (HB)

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)

Expresses gratitude and respect to James Gray, retiring Director of the National Writing Project, and lists assignments Gray has outlined for the National Writing Project. (SR)

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)

Describes how Forrest Houlette, director of the Indiana Writing Project, introduces teachers to the advantages of using computers (without evoking the anxieties of those new to technology) by focusing on simple, straightforward solutions to everyday problems that teachers face. (SR)

Discusses the use of computers and word processing programs in two-year college writing instruction. Compares levels of student use of word processing in writing tasks. Reviews factors to be considered in evaluating software. (DMM)