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Readers of the printed version of this article at this point were encouraged to make a choice about what to read next from the following menu. A menu invites the exercise of personal choice and nonlinear reading. You probably take this approach at least occasionally; for example, you might read the abstract of a journal article and then go directly to the discussion section. But, you probably realize that by doing so you are working against, not with, the way the article was written and presented. Not so here. In fact, I encourage you to jump around because the digressions are loosely connected and designed for a diverse audience. However, if this choice makes you feel uncomfortable or for whatever reason you want to read the remainder of the article in the order that it was presented in the printed article, click on number 1 to continue. The numbers indicate the order in which the digressions originally appeared in print and there will be options for you to continue in sequence if you choose to do so as you read further.

4. --Click here-- if you are most interested in ideas related directly to using computers in classrooms (Digressions 4).

2.--Click here-- to find out more about me and my perspectives (Digressions 2b).

3. --Click here-- for a bit of controversy to get your blood pumping (Digressions 3).

1. --Click here-- if you are interested in more abstract and theoretical ideas (Remainder of Digressions 1 and Digressions 2a).

Or . . .

Click one of the following to return to previous screens:

Footnote | Digressions (1) | Introduction | Title | References

Reading Online, www.readingonline.org
Posted May 1997
Published by the International Reading Association, Inc.   ISSN 1096-1232