English Journal - Volume 90, Issue 2, 2000

Discusses four questions that can help teachers decide how, when, and whether to change a unit, lesson, or activity to integrate computer technology: (1) will the technology enhance classroom conversation?; (2) will it validate the work of the classroom?; (3) will it validate the work of the individual?; and (4) is it worth the time and effort? Offers classroom examples.

Presents brief descriptions of the eight books for young adults on the 1999 Honor List annually compiled the authors. Offers descriptions of the eight books.

Discusses 10 obstacles a teacher might encounter when incorporating technology into the classroom. Argues that with technology, like any other teaching strategy, teachers just need a few strategies that work for them, which they vary and adapt as needed. Lists some small, medium, and large projects using technology in the English classroom that students enjoy. Offers some parting advice.

Describes a project which used email to link the author’s English classroom with classrooms in three other states so that students could discuss Zora Neale Hurston’s novel “Their Eyes Were Watching God.” Discusses email as a distinct genre of writing with rules, characteristics, and even an aesthetic of its own. Offers a student-generated list describing effective electronic academic discourse.

Reports on technology used by the author’s high school blind and low vision students at the Arizona School for the Blind. Notes common difficulties blind readers have getting access to books and materials, and relates her early efforts to build a classroom library. Discusses note takers for less proficient Braille readers. Outlines the Braille versus technology debate.

Describes a CD-ROM adventure story written by the author to educate her students about the word relationships of synonyms and antonyms. Discusses how this interactive medium put a different twist on each of the stages of the writing process itself. Relates how two students enthusiastically used the program, and were inspired to write one of their own.

Describes how students in the author’s eleventh-grade American literature classes, in groups of three, brought a book, short story, literary character, or historical epoch to life by capturing its essence on video. Suggests these student-produced literary documentaries crossed many disciplines and engaged students thoroughly, while engendering a sense of problem-posing and exploration.

Discusses 13 resources available to teachers of American literature on the World Wide Web including general resources, Internet sites related to electronic literature, and websites whose focus is American literature and culture. Discusses using and troubleshooting the World Wide Web in the classroom. Offers tips on how to evaluate web sources and presents two projects that can be used in classes.

Describes an email writing partner exchange between preservice teachers and high school students in a tenth-grade English class and from various disciplines across the school, designed to help students develop conversations about writing as a tool for learning across the curriculum. Outlines ground rules for the project, and discusses issues that provided teachable moments. Discusses benefits and offers suggestions.

Tamara L. C. Van Wyhe describes the method and the impact of an e-mail poetry writing and sharing project on her students, her school, and herself.

Peter Dreher details a multimedia, interdiscipliary writing assignment based on a trip to the National Zoo.

Patterson explains why and how we should teach students to learn the different strategies necessary for reading hypertext.

Students who are fast and experienced with Internet searches may not actually be skilled at Internet research. Instructional technology specialist Catherine Elliott shares strategies and resources that can serve as helpful tools for middle and high school student researchers.

Describes the Better Together project and website, which connected preservice teachers with seventh-grade reluctant readers through pen-pal correspondences and email, a variety of small and large group technology-based activities, tutoring, and classroom visits and teaching. Offers descriptions from two of the preservice teachers. Discusses culminating activities. Notes students’ self-esteem and unprecedented interest in school, and the teachers’ professional growth.

Describes a three-week project in an English classroom in which students in small, mixed-ability groups used PowerPoint to enhance a unit on British literature. Outlines the lesson itself and discusses its positive results, including peer-teaching and learning, improved student motivation to understand themes in poetry, positive socialization, and learning to be a team player. Notes further teaching ideas integrating technology.