Editors' Note: When this article was posted in Reading Online in May 1997, readers were invited to comment on it through a bulletin board feature that was discontinued when the journal was redesigned in July 2000. Following are the comments posted to that bulletin board. Note that when the bulletin boards were migrated to new software, original posting dates were lost. Hence, posts dated July 7, 1999, were actually made in the months from May 1997 to June 1999.

Readers who would like the opportunity to comment on this or other articles in the journal are invited to contact the author directly (e-mail address is available on the opening page) or to post messages through ROL Communities.

Post 1

Author: Regie_Stites
Date: 07-07-1999 15:41

I thoroughly enjoyed reading Keith Topping's hypertext on electronic literacy. Most of the content fits my view of the future potential of technology to transform literacy, but I was surprised to see writing referred to as a "routine, laborious" task that "will be taken over by machines" and may not need to be taught in schools of the future. Even if we assume that what is meant by "writing" here is simply the mechanical act of inscribing letters and words, I would hesitate to describe the act of writing as routine and laborious. Given that this is an international forum, it seems appropriate to note that (hand)writing remains a highly salient and valued skill in many languages and cultures - Chinese and Arabic to give just two prominent examples. Speech-text conversion technology is unlikely to supplant the significance of writing in those cultures (or in alphabetic cultures forthat matter). Furthermore, if what is meant by writing extends to the processes of composition and revision of discourse, the role and potential value of technology (at least in the near future)is greatly diminished. I am by no means a Luddite. I also great potential for electronic literacies. However, I believe that new technologies for literacy are not likely to replace existing technologies. Computers will not make books obsolete. The key word among information technologists these days is interoperability - the design of technologies to work across and within existing systems. This and resolving issues of access and equity are the key challenges to realizing the potential of electronic literacies.Regie StitesSRI International Menlo Park, CA, USA

Reply 1a

Author: guest
Date: 07-07-1999 15:42

Greetings Regie - Keith Topping here responding to your comments, which were kind and thoughtful. My thoughts on #yours# interleavedbelow . . . # I was surprised to see writing referred to as a "routine, laborious" task that "will be taken over by machines" and may not need to be taught in schools of the future.#Well, yes, pardon the exaggeration. #Even if we assume that what is meant by "writing" here is simply the mechanical act of inscribing letters and words, I would hesitate to describe the act of writing as routine and laborious.# I was differentiating the mechanical act of transcribing from the thinking and organisational (and indeed social) processes which (should) precede it. #Given that this is an international forum, it seems appropriate to note that (hand)writing remains a highly salient and valued skill in many languages and cultures - Chinese and Arabic to give just two prominent examples.# Are you talking about the visual beauty of the finished transcription here, rather than about the cognitive content or communicative power of the writing? It will certainly be a long time before speech recognition engines can handle pictographic languages. #Speech-text conversion technology is unlikely to supplant the significance of writing in those cultures (or in alphabetic cultures for that matter).# Given the weight of the access and equity problems you refer to later, prevalent even in the wealthiest countries in the west, let alone elsewhere in the world, I'm sure that in the future we can forsee, you are right. But what about the future our children will be able to foresee? #Furthermore, if what is meant by writing extends to the processes of composition and revision of discourse, the role and potential value of technology (at least in the near future)is greatly diminished.# Not sure I agree with this, Regie - my argument was partly that if transcription was automated, it could free children (and adults!) with limited information processing capacities to think more deeply and communicate more effectively through the written word. Also, there is already a good deal of software around which aims to promote thinking skills, which could become the front end to a transcription programme. Those darn things are getting more intelligent all the time - I wonder if the same could be said of humans? (Yes, that was hyperbolic rhetoric.) #Resolving issues of access and equity are the key challenges to realizing the potential of electronic literacies.# Couldn't agree more - but what can be done about it? I am keen to see more development and initiatives in what I choose to call family electronic literacy, otherwise the gaps in our society between the digital haves and have-nots will cloud everyone's future. Any comments or ideas, anyone out there? P.S. I'm sure my quaint European spelling will be acceptable, at least in the International Forum.

Reply 1b

Author: Christine_Cullen
Date: 07-07-1999 15:43

Much like Regie Stites, I was shocked to find writing described as "routine" and "laborious" in Keith Toppings article. I enjoyed the piece and believe that technology will not replace the programs we have in our classrooms but enhance them. It's true that technology has made a strong impact within the classroom and will continue to do so. I am all for stimulating the minds of the students through computers and other forms of multi-media. I am however confident that even the latest interactive educational program will not replace reading a good book. We must remember as teachers that technology was created by people yet cannot replace them. The encouragement, expertise, and caring, given by teachers cannot be mimicked by any computer program.

Reply 1c

Author: Diane_Hartwig
Date: 07-11-1999 13:22

I too believe like many of the other readers that technology can make the reading and writing process more enjoyable for some students. We have to be ready to accept that we are a society who is moving forward and we must teach our students to do the same. I believe for some students it is more challenging and rewarding for them to use technology. However, it's important that we teach them how to properly use it. It's naive to think that all students have had experience with or have the working knowledge of how technology can be applied to the classroom. We, as teachers, need to be sure that students feel comfortable with the technology available. In turn we ourselves must feel comfortable with it and pass on our knowledge. I think it can be a real asset to our students.

Post 2

Author: Joanne_Czernik
Date: 07-07-1999 15:44

I'm looking for lesson ideas for middle school level reading. Is it possible for example, to get information about the American Revolution from a British history text book. In class we discuss a lot about bias in writing. Particularly when we talk about how history books are written. How do I go about connecting with the equivalent of an eighth grade class in England to find the British account of the American Revolution? Our students study American history in the 8th grade up through the Civil War period. What about the age of exploration---the accounts of others about Columbus, Vikings, Magellan--where doI go to access that information? Any suggestions along those lines will be welcome.

Reply 2a

Author: Alan_Frager
Date: 07-07-1999 15:45

Hi Joanne, I used to have great fun with a series of books called The Great Soviet Encyclopedia, which was published in the 1980's in the old Soviet Union. It was available in a university library. I had much fun with a lesson comparing perspectives on the American Revolution written in the Soviet encyclopedia and a western world encyclopedia. The Soviets wrote, for exmaple, that George Washington was swayed by the gentry to end the revolution as soon as possible to keep the control of the government out of the hands of the "peasant" farmers. I can send you by snail mail some info on this if you like.Al Frager

Reply 2b

Author: Thomas_Crook
Date: 07-07-1999 15:45

The world of the internet can be very useful in your search of the British account of the American Revolution. There has to be somebody in England on the Net that can hook you up with a teacher. Write me back, I am very interested to see if you found anybody. In the mean time, I can possibly try. Good Luck !!!

Tom at GSU

Reply 2c

Author: guest
Date: 07-07-1999 15:46

Hi Joanne: Do you have Internet access in your classroom? You might try conducting a search using some of those keywords you mentioned. Although there can be a great deal of verbage to wade through, there is increasingly good information to be found online. I recommend doing a search on your own before letting kids loose on the Web. I have had much better luck with students' engaging in structured web browsing than with unmonitored surfing.Good luck,Maya Eagleton University of ArizonaTucson

Reply 2d

Author: debby_fusco
Date: 07-07-1999 15:46

In the elementary school where I work we have one computer with internet access. The children are not allowed to use it due to legalities. I have given out addresses of interest for the children to retrieve at home, there are some teachers that take small groups down to the library to use the internet, I am not comfortable with this andhave not chosen to do it.

Post 3

Author: Patricia_Ware
Date: 07-07-1999 15:47

Our school district is about to give Internet access to each classroom. A filter will be used to keep out inappropriate sites. Some people on the technology committee also are considering to put on another filter at the classroom level: students would only be allowed to go preselected sites by the teacher. Their reasoning is that Internet searches by students will take too much time. Although preselected sites are a good idea, I'm concerned about limiting student access to a teacher's efforts. What is happening in other districts? Are there any articles about this that I may read?

Reply 3a

Author: guest
Date: 07-07-1999 15:47

My district is also struggling with how to use this fabulous tool. We are not currently using filters. We have discussed allowing only bookmarked sites to be used but decided against limiting it so. Teachers must sign a contract and agree to preview any sites they plan to use with students. Students will never be left unattended while using the Internet. Elementary students will not be turned loose or given access to the Internet on their own. High school students may research on the net but never without direct adult supervision. Also, high school students must sign a contract stating that they will not deliberately search for inappropriate materials and they will follow all other regulations laid out by the school. Breaking the rules will result in detention, suspension or even expulsion .

Reply 3b

Author: Tom_Kuegler
Date: 07-07-1999 15:48

Does your district also restrict free reading lists and not allow books by classic authors like Albert Camuus or Mark Twain as well? You know some people may consider them offensive or inappropriate?

Reply 3c

Author: Susan_Detweiler
Date: 07-07-1999 15:48

I believe that both printed material and the internet are very wonderful and useful tools for students and teachers. However, I believe that students are able to access inappropriate material easier and faster on the internet than through printed material. For that reason, I feel that students should be monitored when usingthe internet.

Reply 3d

Author: guest
Date: 07-07-1999 15:48

I think that limiting student Internet access to bookmarked sites that have been pre-approved by teachers would severely limit the information that is available to students, in addition to limiting their creativity and freedom of choice. I would prefer to use a combination of filters and very close monitoring of the sites being visited to ensure that students are not being corrupted onthe Internet. Could someone please let me know what the current problems are with these two methods, as I am sure that there are many.

Post 4

Author: Amy_DiFelice3
Date: 07-07-1999 15:50

I am amazed at the role of computers in the elementary classroom today. Many schools are fortunate enough to get grants that enable them to be on the cutting edge of technology. However there are still many school districts that can not afford to purchase the newest computers for classroom use. I found the quote, "Writing with paper and pencil could become a survival skill, like making fire by striking sparks" a bit alarming. To say that this form of communication may become obsolete in the future is scary. I feel children still need to be able to communicate their thoughts and ideas on paper. Paper will be more readily available than computers for many children far into the future. For many people computers are a luxury, not a staple. If the children are lucky enough, they will be exposed to computers in school. I think the electronic literacy home - school connection will occur further in the future than this article suggests. The parents that have the computers for their child are usually the ones that are involved in their child's education. It would be an ideal situation if all of our students had computers at home and came to school with keyboarding experience and knowledge of software.

Reply 4a

Author: Kelly_Harber8
Date: 07-07-1999 15:50

Forums - International Forum - Electronic Literacy in School and Home Subject: Re: Electronic Literacy Author: Kelly_Harber8
Date: Monday March 09, 1998 09:38:31 PM

>As a student of technology, I am finding that each and every day I learn something new on the Internet or on a computer program. I am also realizing the potential for success if the computer is used in a classroom. I recently was taught how to create a slide presentation using Presentations by Word Perfect and was immediately enthralled in its vivid graphics and sounds. I can't wait to create a slide show using my classroom notes for what normally would be a boring lecture. Unfortunately though, I might be limited by my school's lack of equipment. As a graduating college senior, I am not yet sure of what level of technology will be present at my new job. I am hoping that I will have the ability to use my new found knowledge and not only help the students to learn but to also help them have fun. I am excited about the possibilities for computer use in the classroom. I only wish that every school could have the technology to do what I did in my own home. I also wish that every parent had the skills to use this technology in their own home. With just a few minutes spent on the Internet, a parent can find links to various subjects including Shakespeare, chemistry, and any other subject one can think of. Technology provides a new and exciting way to help students and parents to become more literate, not only in their reading and writing, but also in their use of computers and knowledge of the world.

Reply 4b

Author: heather_saylor
Date: 07-07-1999 15:51

>I am amazed at the role of computers in the elementary classroom >today. Many schools are fortunate enough to get grants that enable >them to be on the cutting edge of technology. However there are >still many school districts that can not afford to purchase the >newest computers for classroom use. I found the quote, "Writing >with paper and pencil could become a survival skill, like making >fire by striking sparks" a bit alarming. To say that this form >of communication may become obsolete in the future is scary. I >feel children still need to be able to communicate their thoughts >and ideas on paper. Paper will be more readily available than >computers for many children far into the future. For many people >computers are a luxury, not a staple. If the children are lucky >enough, they will be exposed to computers in school. I thinkthe >electronic literacy home - school connection will occur further >in the future than this article suggests. The parents that have >the computers for their child are usually the ones that are involved >in their child's education. It would be an ideal situation if >all of our students had computers at home and came to school with >keyboarding experience and knowledge of software.> I agree with you wholeheartedly. I teach second grade in a middle class SES district and over half of my children do not have computers at home. The only experience they have with computers is what they receive here at school. I can only imagine the low ratio of children in low SES schools who are lucky enough to have computers at home. I think it will be quite a while before we are able to say that even the majority of our students have computers at home, let alone all of them. Besides this, I think it will always be important that children are able to write with a pencil and paper. Much the same way I believe they need to be able to do math without a calculator. We don't want to become a society dependent on machines to do all of our thinking for us.

Post 5

Author: caroline_kurtz
Date: 07-07-1999 15:52

After reading this article I felt quite dispensible as technology was seen as the perfect teacher. After all the computer can supply lessons, model, offer reinforcement and enrichment activities, prompt, scaffold, praise, motivate, provide immediate feedback, assist, and assess just as well and quicker than the classroom teacher. Technology will impact classroom instruction, but it should not replace personal instruction, it should be integrated and used to enhance instruction. The knowledge, instruction, encouragement, and concern used by classroon teacher

Reply 5a

Author: Jeremy_Burnison
Date: 07-07-1999 15:52

> After reading this article I felt quite dispensible as technology >was seen as the perfect teacher. After all the computer can supply >lessons, model, offer reinforcement and enrichment activities, >prompt, scaffold, praise, motivate, provide immediate feedback, >assist, and assess just as well and quicker than the classroom >teacher. Technology will impact classroom instruction, but itshould >not replace personal instruction, it should be integrated andused >to enhance instruction. The knowledge, instruction, encouragement, >and concern used by classroon teacher>> I completely agree with you that this article made it sound like the computer is the teacher of the future, if not of the present. Not only can computers accomplish the tasks that students depend on teachers for, they also attract a student's attention more effectively than a lot of teachers. Computers should be used to enhance the instruction given by the teacher. It is the teacher's responsibility to introduce this technology as a supplement to his or her instruction rather than a replacement to it. With this type of technology, we as teachers can allow our students to use it as a practice tool or a peer in some ways. A lot of times I find it difficult to fit the right amount of instruction into one class period. With the kind of opportunities this technology offers, I can let the computer help students with reading and writing. This way, I won't feel like the students I am not directly helping during the class period are still getting the instruction they need. Obviously I will not depend entirely on the technology to do the work I should be doing. Instead of treating the technology as a crutch, I will implement it into my classroom as a supplement to my teaching. All students will get the opportunity to use the computer and work with me too. Instead of replacing me, this new found technology will help me accomplish more instruction during any given classperiod.

Reply 5b

Author: meteab
Date: 07-14-1999 23:13

This is great thanks

Post 6

Author: joanna_cann
Date: 11-11-1999 14:45

This article provides an excellent look into the potential future use of technology in our homes and schools. Unfortunately, as electronic literacy becomes more important, the inequalities that exist between students grow. Students who have access to computers at home have a distinct advantage over those who don't. In an elementary school computer lab, it is obvious which students have access to computers outside of their one hour per week computer time. These students are proficient at typing, surfing the net, using word processors and graphics programs. If electronic literacy becomes a focus of literacy programs, I believe that the inequality that already exists between students will become more prevalent and the learning of the students without computers will be hindered.

What do you think is the best use of this electronic literacy? I have seen children in the same computer lab e-mailing each other in the same room. It is stated that the use of computers will lead to time saved. Unfortunately, I have seen more time wasted through the use of technology, then time saved. Here is a story that occurred in a grade 6/7 classroom. The students were looking in the library for information on snakes. The teacher had helped the children find 20 books on snakes, plus 2 encyclopedias with information on snakes. But the students were unhappy with this information because all they wanted to do was look up snakes on the computer. Is this saving time? The students had information at their fingertips, but they wanted to look on the computer. The students thought that the books were not good enough. Books being seen, as second rate is an unfortunate quality we are developing in students, especially with the inconsistency of information on the internet.

Electronic literacy should be used to enhance the already existing literacy programs in place, not replace them. A classroom should be an environment where students have equal opportunity to flourish, not just those children fortunate enough to own a computer! We need to look at the best use of technology and use it not just because we have it, but also because it is an asset to a literacy program.

Reply 6a

Author: keith _topping
Date: 11-18-1999 06:43

Joanna, I entirely agree with your thoughtful comments. The electronic medium has to add real educational value, and we need to be teaching our kids critical thinking skills so they can appraise the relative merits of different media. Any medium has to be fit for the current purpose.

However, I sense that you come to this as a teacher with significant experience of the electronic as well as other media, and are thus well placed to help your students develop such criticality.

There are many teachers who do not have such a balanced perspective, because of limitations in their own familiarity with the electronic medium. Such teachers are likely to cling to traditional media in the classroom, while their students go web-crazy outside it. Such students are much less likely to develop skills in critical appraisal of the electronic medium.

So I guess my conclusion is that the situation you describe is not so much a problem, more a valuable opportunity (although some days it might not feel like that!)

Given the disparity between students in access to hardware, software and the Internet outside of school, our current research and development efforts are exploring within-class whole-class cross-ability peer tutoring of transferable computing skills - in the elementary, high school and college sectors. This often occurs informally, whether promoted by the teacher or not, but we are looking for organizational frameworks to make it more systematic, rigorous and effective across a wider range of students.

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