Integrating the Computer into Language Arts in a Fifth Grade Classroom: A Developing Instructional Model.

A case study investigated an instructional model that incorporated the personal computer and Hyperstudio (tm) software into an assignment to write and illustrate an interactive, multimedia story. Subjects were 21 students in a fifth-grade homeroom in a public school (with a state-mandated minimum 45% ratio of minority students achieved by busing in students from surrounding areas) in an affluent area in the southeastern United States. Students were instructed in the writing of interactive stories using the process approach to writing and the software. Results indicated that: (1) students' writing improved in quantity and quality; (2) students were more motivated to complete the assignment; (3) the computer allowed for greater flexibility in writing due to its nature as a word processing tool; (4) even a single computer can be effectively used in conjunction with the language arts curriculum in the classroom; and (5) there were inherent difficulties associated with integrating computer technologies into classrooms--many students did not have experience with computers, even those who do have experience may lack keyboarding skills, and finding time to accomplish such a project requires outside help. Findings suggest that computers can be integrated into classrooms, and that computers can be used to enhance writing instruction and improve the quality of written work. (Contains 11 references and a table of data.) (RS)