By William G. Hillman

stop the future Complaining about the future will not stop it. Tomorrow's world will be international - intricately connected via fibre optic cables, satellite communications, teleconferencing, and high speed travel. The new technology will bring knowledge to the most isolated school, offering the same courses and same teachers as are offered to the high-powered elite. In medieval times, society's pivotal institution was the Church. More recently, it has been the factory and the office. But in the future, with the onset of the silicon revolution and the Information Age, the centre of life - for people of all ages - is likely to be the school. The education system is about to atomize into every conceivable form - computer and video classrooms, traditional institutes, home-based schools, more private and religious schools, adult schools, and magnet schools for students with special needs. We will have to deal with questions unforseeable today, and so we will need a broad-based education. So far, our education system has paid only lip service to this growing realization. The technologies transforming society will transform teaching, too. The teacher used to be a dispenser of information because in the mass-education style of the industrial age, the teacher was alone. As technology improves, the teacher will become a guide, a mentor - probably a much better role.

intro PO I like to think that I am doing something to introduce PO concepts as well as to provide some degree of relevance to the courses I teach. My English courses are divided into four and six major modules, each with many smaller units of study. For each unit, students are issued a study guide and/or study questions of minimum compulsory work - all on computer diskette. Also issued is a diskette containing all the optional assignments for each module. In addition to the electronic assignments, a hard copy of all compulsory and optional study units is filed in file folders in an easily accessible filing cabinet. These folders are labelled with file names which coincide with the appropriate file names on the students' computer diskettes.

gestation Most schools have at least one word processing program - a powerful, flexible, versatile piece of software. The main drawback is that it is designed for use as a sort of intelligent typewriter - it is under the user's control and passively accepts whatever the user types into it. But what if students could use the computer, not just to write their assignments on, but to learn to write on? I believe that this technology offers an opportunity to gain access to parts of the communication process which are normally closed to us.

a pc on every lap Each student must have access to his own personal computer for at least an 80-minute period each day. I have found that to make this approach work, there must be at least one room in the school with a class set of computers. With the ever-decreasing cost of computers, the possibility of this is within reach of most schools, even our little institution - maybe especially our little institution because being classified as a small school we are elligible for special grants. Since so many teachers do not know what to do with this hi-tech equipment, an innovative teacher often has little trouble timetabling his classes into the computer lab on a regular basis.

red, write and blue Since our computer lab is equipped with a mix of Apple II and IBM-compatible computers, the students have the option of using either system. This puts added pressures on my work load as I have to create assignments for two different computer systems and word processors (Appleworks and MicroSoft Works). A big help in this is the conversion program CrossWorks which translates Appleworks files to MS-DOS programs such as Microsoft Works, Word Perfect, dBase, Lotus 123, etc. This can, however, place a severe strain on the financial resources of the teacher involved as it is especially convenient to have both computer systems at home for preparation. Because our school used to have Commodore 64 and Apple II systems I previously purchased these computer types for our home, but I do not have the resources, yet, to buy an IBM. So far, I have been quite fortunate as I have not been pressured into taking back the school IBM computer I borrowed over the summer to set up the course during my vacation.

lean on me Students do not need to understand a word processing program in order to use one, any more than they need to understand how a car works in order to drive it. Students learn edit commands as they need them and constantly help each other. Actual copying of other people's work, however, is not tolerated and is very easily spotted because I can read and cross-check all assignments for similar content, errors or style.

one disk...big risk As in implementing any new program, the planning and procedures can be all-important, so, even though it verges on the mundane the following considerations are vital to the success of any writing program of this type. Students must supply loose-leaf paper, ring binders, pens, markers, a good dictionary and thesaurus, a long manila folder, five 5 1/4 inch floppies, a hardshell carrying case for diskettes. The floppy disk is a very convenient storage object. Its capacity for storing school assignments is impressive. It is very portable and costs under a dollar. Its design makes it relatively durable as long as prescribed rules of disk care are followed. The basic principle of disaster-free information storage is - ONE DISK, BIG RISK - so the following procedure is recommended: Students are expected to save on their own disks, suitably labelled, in duplicate. The last thing a student should do at the end of the class is to double save the day's work on two different disks. Preferably the back-up duplicate should be kept in a different location than the first data disk. The other student disks will contain the word processor program and spelling checker, the teacher-made compulsory and optional assignments disk, and a reserve blank formatted disk for unforseen emergencies. These disks must be kept in a hard shell carrying case and locked in the student's locker when not in use.

idea holders Any compulsory assignments a student does not have time to key into the word processor must be handwritten, one per page, and placed into a special writing folder. Any of these assignments which do not find their way into the word processor must be removed from the folder and stapled to the word pro printouts when they are called in. This folder is also reserved for optional assignments and any creative writings, drawings, etc. that the student produces over the year.

hesperus The whole procedure inculcates good organizational techniques in the student because it soon becomes obvious that a departure from the prescribed way courts disaster - lost files, incompletes, frustration and loss of prestige. All pre-writing notes should be kept in a special binder as proof of work put into the course in case of some major calamity.

good stuff The printouts, which are turned in regularly for assessment, are some of the most perfect work the student has ever done and are extremely easy to read. Not having to struggle through indecipherable handwriting, and the usual careless mistakes in spelling and grammar, I can concentrate more on creativity and style of writing. Suggestions for improving sentences and paragraphs can be easily made and the student can very easily make revisions without having to re-write whole paragraphs by hand. Students' work can be shared readily with the whole class either by xeroxing it onto a transparency sheet or by connecting the student's computer to a PC Viewer which projects the output onto a wall screen via an overhead projector.

go your own way Self-pacing is an important part of the system. All students have a compulsory minimum of work to complete but the faster or more motivated worker works on optional projects related to the mainstream.

stir it up In this revised program, lectures are kept to a minimum - and are usually used for inspiration more than information - to stir up the students a bit and to lend a human or entertainment element. Major reading assignments are issued in advance of the course for preliminary reading.

information please Just as the student must be extremely organized, so must be the teacher - 20-fold in fact. As the student begins to work at his own pace with optional assignments the amount of book work starts to mount. This is just another area, however, where computers can come into play. It has led me to skills in databasing and spreadsheeting which have manifested themselves in even more creative ways of implementing computers in the course. In whatever way a student can be directed to searching file cabinets, library card boxes, encyclopedias, reference books, catalogues, so can they adapt these research skills to exploring data bases. In fact, with the introduction of the unbelievable powerful CD-ROM and video disk, whole sets of encyclopedias with unbelievable cross-referencing capabilities are now available to the computer user. This is just the tip of the iceberg as a student in a rural school will soon be able to access almost any library or information resource in the world, right from his computer workstation - either in the classroom or in his home. Already our small school is connected to the world via E-Mail, FAX, Telidon Grass Roots, Distance Ed telephone lines, cellular phone and a satellite earth station with uplink capabilities soon to come.

the techno-teacher The role of the teacher in this system is more that of a manager. There is a great deal to do. It is the teacher who designs the course, prepares the study guides and questions, creates ever more innovative approaches to maximize use of the technology-mind link, handles evaluation and generally supervises the entire process. Rather than just giving a performance - entertaining - which is the teacher's main role in group instruction, the teacher's job here is to maintain a good learning environment. And, in addition to learning language arts skills, the student is also picking up valuable experience and expertise on some of the latest technology - technology which will play a vital part of his existence after he graduates.

friendly persuasion So far I have found that most teachers have not had the time, incentive, training, or desire to enter the world of computers nor has there been very convincing reasons to do so. Complicated, expensive, confusing hardware - inadequate training courses - never enough machines to go around - generally poor and inadequate software - constant obsolescence - lack of assistance from school divisions and departments of education - no place in an already crowded and overworked day to squeeze in this interloper which threatens to take away already scarce teaching jobs. I've been trying to convince my colleagues, for some time now, that computers are here to stay and that they should be an invaluable tool in all areas of education. To set an example I proceeded to convert my language arts courses "whole hog" as well as to try to disseminate whatever assistance I can to other schools in the division.

time in a bottle I know, in my experience as a classroom teacher, that teachers do not have enough time to actually analyze the methods they are using - they experiment a bit with different techniques but seldom think through what they are doing - the fundamental questions about what they are doing or why. Probably the only time this is done is during a summer or evening school university course - possibly a good case for continuing teacher education. Few working teachers have the time to develop a system of instruction that is based on what we know about learning and behaviour. Most teach pretty much the way they were taught which generally means group instruction and the lecture method.

solo PO The fact is that learning is an individual phenomenon but the traditional group method assumes that all the students in a given class are much the same and the emphasis is on teaching the middle. The result is that some are bored because of the slow pace while others have no idea as to what is going on. If the material is cumulative then the slower student gets further and further behind. The students are generally required to sit and listen, but as Dewey the great thinker on education insisted, you learn by doing. There is really very little opportunity for students to do anything during group instruction, nor is there much opportunity for personal contact. Another problem is that the units of instruction are usually much too big. Teachers cover a lot of ground before they ever give students the opportunity to find out how they are doing. They have to go a long time before there is any reward for studying and the rewards are usually too late to be effective.

che english Of all the subjects in the existing curriculum it is, perhaps, the pervasive language arts which has gone furthest to address the concerns I have expressed to this point. English language arts is simply one of several subjects traditionally taught in schools, but because of the close connection between language and thought, the language arts are the basis of all learning. I have found that student abilities in the different areas of the language arts are highly and positively related and similarly, there are positive correlations between all academic subjects. The able student seems to do well in all academic subjects, and the less able student seems to do less well in all subjects. Because of this inherent pervasiveness of English language arts and because there already is a strong flexible curriculum in place for the high school years, I have chosen this area to show how modern computer related technology can be integrated into an existing curriculum to spearhead learning into Century 21. I am convinced that computers and their related technologies (video disks, compact disks, video cassette recorders, MIDI, satellite earth stations, E-Mail, FAX, etc.) are the most important thing to happen to English language arts teaching since the invention of the pencil. I want to hasten the day when English teachers may confidently employ the new technology for more effective learning than has been ever possible before. My on-going experiences, experiments and research in this area have made me certain that the revolution is at hand.

psi...pc/student interaction Because teachers do not have a lot of control over curriculum - this is directed by the Department of Education - what I have done in the classroom is to integrate computers into the existing curriculum along the lines of PSI or the Personalized System of Instruction which was developed by Fred Keller long before the Computer Age. I believe, however, that this concept may be employed in almost any of the courses in the curriculum.

triumvirate It has become standard practice to divide the writing process into three parts: pre-writing, writing or composition, and post-writing. This system offers many advantages, the most important probably being that it allows apprentice writers to focus on parts of the process, instead of forcing them always contemplate (and be daunted by) the finished product. "Pre-writing" is about gathering materials and ideas and planning a piece of writing. "Writing" is about composing a paper, keeping track of its coherence, and preventing "stuckness." "Post-writing" is about formatting, editing and revising. Later on, these stages become less distinct among mature writers who develop their own styles, but at this stage in writing development most students need the structure. I try to present the word processor as a metaphor for the sort of "space" in which a piece of writing exists in the mind and this often gets students used to the idea that text is as malleable as clay and as structural as a building. I also suggest that they think of the computer as an audience and of the cursor, blinking intelligently and attentively at the writer, as encouraging further effort. Add to this the writer's toolbox analogy, and a whole new scheme of or strategy for writing takes form. Too often, writing is presented to students as a seamless whole and they think of it as something to which they have little access - that it must spring from their minds full blown and as such it will have little conscious input from them. Classes do not have difficulties with writing - individuals do - and the technology now exists to recognize that fact and to deal with students as individuals.

act one - pre-writing stage Each night students take home the next day's assignments and assigned readings where they do pre-writing in the form of rough notes or ideas. These rough hand-written notes are used next day at each student's personal computer workstations where they eventually word pro complete paragraphs. Students who, at this stage, are having difficulty selecting a creative writing topic or in structuring an answer are instructed to brainstorm on the computer - to type in any words which come to mind...or what they are thinking at the moment. They are encouraged to talk with the instructor or with their peers about the words they wrote and why they wrote them. This discussion will often lead to a writing topic. Students are in a position to help each other more in this informal environment.

act two - writing stage The computer affords students the opportunity to write and produce the written word faster than they could with pencil and paper. I have found that students write more often, compose longer papers, and enjoy the process more. Additionally, because the word processor makes it easy to revise at a later stage, students are free to focus on the content of their writing and the transferring of thoughts from their minds to the computer screen. Using a word processor to write is like doodling, but instead of working with shapes and lines, students experiment with words, phrases, and ideas. The goal is to let words flow onto the screen. Assembling them into a logical, sequential order or dwelling on word choice, sentence structure and punctuation comes after the written doodling. I have seen through experience that when students are required to produce a reasonable amount of written work on a daily basis, both fluency and style show rapid improvement. A daily log such as this one has proven to be a wonderful medium for encouraging writing. After making a few modifications to the Grad-Write model I have used the procedure suggested by professor Enns. In essence the student is required to prepare a journal entry each day which documents what has happened in the class, the important points learned or discussed, the progress made in program development and any problems that occurred.

all the world's a stage For my weaker students, basics of sentence and paragraph structure are the objectives of most of the word processing lessons I create, and computer writing appears to reduce errors. A comparative analysis between the traditional writing approach and the new methods I have introduced, has revealed remarkable differences in writing style. Hand-written work is often one long paragraph with one long sentence. Computer work contains short correct sentences and proper paragraphs. My observation is that weak students who hate to write get their work on paper as quickly as possible. Grade nine students who are motivated by the computer but who are also unable to type are forced to work more slowly, therefore they assemble their thoughts slowly. Further, comparative analyses have produced the same results. Perhaps it is the viewing of typed work, which students recognize as a structured form that they do not see in handwritten work, that causes the improvement. Perhaps it is the slowing down of the writing process by students who are unable to type, but are forced to slow down when using a word processing system. Perhaps it does not matter what the reason is: my point is that remedial students write better stylistically with a computer than they do on a sheet of paper. The necessity of having typing skills for effective computer composition is a major criticism made by English teachers for use of word processing in their curricula. Only one out of the twenty students in my grade nine class felt hindered by her inability to type and she preferred to write many of her assignments by hand. However, as the course progressed, and as she started to feel more comfortable with the computer procedures and new writing techniques, even she became a convert. The motivational aspect of the computer inspired the students to write more than they would have by hand.

hunt and peck I also wish to point out the differences in using the word processor as typewriter vs. the word processor as a composing medium. A student handwriting an assignment and then word processing it is using the computer as a typewriter. To compose and word process at the same time appears to work for both advanced and for weak students - whether they type or not.

act three - revision stage Professional writers agree that revision is one of the most important stages of writing, but often is sadly neglected in the teaching of writing. Even after a teacher reviews a student paper and adds comments for improvement, many students are never asked to rework it. As a result many students never develop probing analytical skills nor do they ever develop the ability or desire to produce work featuring any degree of polished "perfection."

the neutral word Most students hate to edit but word processing encourages revision and allows changes to be done quickly and easily. When a computer frees students of the mechanical tedium of rewriting and revising, they focus on the task - and teachers can justify insisting on this writing step. Printed words, with their even shape and spacing, are neutral - they do not bear the personality of handwritten copy. This neutrality enables the writer to become proficient in identifying areas needing attention. Word processing allows the writer to delete and unwanted letter, word, sentence, or paragraph without damaging the copy or leaving a blank space. New writing can be inserted between letters or words because the word processor automatically creates new spaces. One can find and replace a misspelled word that appears twenty times, just as easily as if it appeared only once. Writing can be rearranged without retyping a single word - polished without drudgery.

it's ok...i'm here Writing with a computer also greatly enhances the teacher's ability to interact with each student during the rewriting process. I found I could help students experiment with revisions and in doing so promote writing skills far more effectively than I have ever been able to do in my past 23 years of teaching.

spell-binding This personal proofreading and revision also involves the use of a computer spellchecker. A reliance on spellcheckers and grammar checkers has promoted some controversy. Some feel that the student becomes too dependent on the machine. My practical experience disputes this view. First, the electronic spelling checker does not replace the traditional dictionary - it only supplements it. Since all students are required to have a dictionary and a thesaurus beside the computer and since spelling checkers never have all the required words or synonyms and antonyms or pronunciations I have found that students are using these reference books more than ever before. It is often easier to spell the word right the first time than to go through the many electronic steps to correct the mistake. Also, many students will never be good spellers and many have been turned off from writing because of this handicap. This gives them a new sense of power - they can now have a personal tutor which can identify the errors and then give them a choice of all the words which have similar structure and sound. They still have to make some choices and they are learning as they go. In addition to this they start to develop a sense of self-worth and pride in their work, the likes of which many have never experienced. They have shaken off the twin curses which plague most weak writers - illegible handwriting and spelling mistakes. This revolution frees the writer to get on with putting his thoughts down on paper.

five-star rating Upon completion of the first proofreading/revision process each writer swaps positions with another student and they proofread each other's work. During the proofreading swap the proofreader does not revise his partner's work, rather, he marks each error in spelling, grammar, punctuation, syntax, and formatting with asterisks (*****) and moves on - leaving the actual editing for the authors. By the time the work is printed out and turned in to the instructor it has been proofread and revised many times and has gone through all three stages of pre-writing, writing, and post-writing.

fix it in the mix Weak language students are reluctant to revise their work - they think a "good copy" means the original draft with neater handwriting. Pair revision, which I encourage, is not well received on hand-written work. But computer revision does work. Students examine each other's work on the monitor, noting errors that they do not see in pen. They will read aloud, and comment that sentences "don't sound right." My students find computer revisions so simple and are so excited by the near-perfection of their own work, they will revise "until it is perfect." They would never handwrite six or seven copies of an assignment, nor would a teacher make the request that they do so.

fleet street A new, fourth step is fast becoming an integral part of the writing process in this computer age: publishing. The ability to present, to publish writing in a format which looks like literature increases students' interest in writing. If the appearance of the writing looks more professional, students seem to want to spend more time on their writing. The writer's work can be published in a multitude of different fonts and formats and the look of most professional publications can be approximated. So far, due to time constraints, we have not gone beyond simple printouts in grade nine. Even these simple printouts, however, have an air of excellence about them. They are extremely easy for me to correct and they seem to impress most parents. Sometime most of what you accomplish as a teacher goes for naught if parents and public perceive it in a different light. Quality end product goes a long way in selling the program. I am delaying a full desk top publishing emphasis till next term when I shall introduce a journalism section. Also at that time the class will be taking grade nine computer awareness which will give me more time to introduce the Publish It! program. I plan to have them produce booklets, newsletters, ads, and even a few issues of a school newspaper.

the itinerant mentor During the entire writing process I am freed to go from workstation to workstation where each student's embryonic writing is clearly visible on his monitor. For the first time in teaching, we have the privilege to be there during the writing process, right there when the decisions get made and the students can appreciate the immediate relevance of what we have to teach. This new approach almost feels like being able to coach as a little voice in a student's pencil. It is for this reason that the role of the teacher takes on more importance than ever - it becomes clear, as the program goes on, that it just does not fly without the active participation of a qualified English teacher. For example: It takes a skilled teacher to realize who needs help, and to provide it in the most profitable and least intrusive amounts.

down the road The word pro approach I have been developing could lead to schools being radically different from what they are now. Since students can truly work at their own pace, and since many students are very motivated through their own inner resources and by the challenge presented by the learning environment, they could conceivably graduate many years earlier than they do now. Students would not spend much time in groups, listening to lectures or watching demonstrations. In addition to working with the computer integrated curriculum they would be reading, solving problems, doing exercises, taking tests, meeting with proctors or their instructor. The student would proceed through a course, one unit at a time, and then go on to the next course. This would lead to no grades, no normal curves, no comparing one student with another. The student's transcript would merely be a listing of the units, or perhaps courses, completed - all presented in a sort of catalogue of student achievement.

square pegs...round holes For microcomputers to be successfully integrated into an English program, new teaching techniques and new assignments must be created. Old methods do not work with new technology. Much of the criticism so far directed at computers in education really should be fine-tuned so as to aim at those initiators who are attempting to put the square peg of old methods into the round streamlined pocket of the new technology.

co-stars Roles are changing in computer classes. Teacher-centred structures are being replaced by student-centred environments, and it must be accepted by the teachers using computers that they may not know the technology better that their classes. Kids have home computers, and they have more time to experiment with them than we.

and they're off... As I have tried to point out, an important feature of the classroom use of microcomputers is the individualized programming it will allow. Students working at different speeds should be allowed to progress at their own rate - microcomputers facilitate this in a way a classroom teacher never can. Motivation, attention to detail, improvement in language skill, computer literacy, and self-esteem have never been higher.

we shall overcome Making all this possible is computer technology. At present we have much of the technology needed but it is being used in an antiquated educational system, with its group instruction, grades and all the rest of it. Computer use in an English classroom must be an integrated, not an isolated, part of the curriculum. The process of writing has been changed by the presence of computers. As with all educational tools, they must be geared specifically to the different needs of different students. The computers themselves are not going to change the establishment but what I am proposing is the first step - the integration of computers into a modified traditional curriculum. It is working. The biggest "problem" is the fact that some students do not want to leave the building at the end of the school day.

the diners are served Lectures are kept to a minimum - and are usually used for inspiration more than information - to stir up the students a bit and to lend a human or entertainment element. Major reading assignments are issued in advance of the course for preliminary reading. Information is conveyed to students through an fully integrated approach using video, audio, computer, and elecronic media. Because of the wide variety of different media employed, my imagination has had to stetch its normal parameters. I can certainly identify with Frye's view of the theory/practice relationship. I interpret his view as being one seeing theory and practice as two amorphous bodies melding into a third level of the mind - a zone of transition where emotions and intellect come together in an aura of hunch and common sense. I sense myself constantly probing into the realms of theory and then practice to pick fruit which I bring back to the third zone where I can mix up some palatable trifle to try out on the diners in the practice room.

a clockwork orange Of particular interest to me and to my position as a teacher is the De Bono observation that feeling by itself is not enough to get things done - that you need organization to channel the energy of feeling, and ideas to give it form. Thinking is no use without feeling, but feeling is no substitute for thinking. As I think about it, I realize just how important the three components of feeling, ideas and organization are to any creative teacher - any one without the other two can never lead to a fully interesting, worthwhile and challenging course program. It is also very evident that most of my students prefer feeling to thinking. This often comes from plain laziness - thinking can be hard work when you aren't used to it. I have to agree with De Bono to some degree, however, when he says that some of the problem may lie in the fact that academic thinking has tended to become an artificial game in itself without relevance to life - people soon come to the realization that life does not fit into neat logical equations - so, they replace thinking with feeling. Feeling is seen as being more valid than the fancy word games of thinking. I see coming out of this, a tendency for young people, and indeed, people of all ages, to live for the moment - for momentary pleasures. When people have been brought up with rigid, dogmatic, non-po ideas, they are very often unable to cope when cracks appear in the system. This is one major reason for alcohol, drug and mental problems as well as the frustration which is manifested in mindless violence or isolation. I can see these problems occurring all around me - whether it be in our schools, on city streets, or on the international front. "A Clockwork Orange" mentality is still very much a part of our society.

beyond a clockwork orange Vital to the success of this bold new world of learning is the choice and creation of learning materials. One of my favourite genres in literature is science fiction and I have set up a wide variety of writing ideas centered around imaginative fiction - finding its source in novels, short stories, graphic novels, TV and radio drama, songs and poetry - anything to break through the walls of the mundane. Keeping in mind the necessity of collating a useful toolbox of writing skills I have tried to compile an eclectic potpourri of writing assignments - all to be done on the computer and all related to Sci-Fi. In the two months I have been working with my class I have noticed amazing progress on their part and I feel I have realized my objectives beyond expectations. They have had the added "bonus" of experiencing the ideas I have gleaned from Dr. Robin Enns in my Graduate Scholarly Writing course - ideas which have not really changed my teaching and living philosophy too much, but have surely helped to crystalize and offer encouragement that I may be on the right track. The PO philosophy too, was especially elucidating.

grok The many themes found in current science fiction provide fertile ground for a multitude of writing and discussion topics - good imagination releasing stuff. I think it imperative that a teacher remains open to new ideas and I am constantly looking for new approaches. It is all too easy to fall into a trap of apathy or arrogance-based smugness. Smugness of logic cuts off creative exploration by making it unnecessary - that dangerous logic which suggests that since an idea that is right is absolutely right, there can be no point in going further to look for a better idea.

future shock "science fiction should be required reading for future 1" alvin toffler We have a literature about the future... ...a literature to take us into the future... ...and it is science fiction. As with most good literature much of it is rooted in the analogies, metaphors, myths, and conventions of the past, but science fiction writers acknowledge that the power of imagination is limitless - allowing the expansion of our little spheres of understanding and civilization to the limits? of the Cosmos - and beyond present human consciousness. Many people, today, are looking into the future and do not like what they see - they turn for solace in self-pity, cynicism, alcohol, drugs, religion, and mundane pursuits. But a futurist is not content to just fret and fume or mark time - he puts his mental powers to work as he imagines solutions and what marvels could be. Instead of complaining about the future he tries to do something about it. Science fiction can lead our minds through an imaginative exploration of the maze of political, social, psychological, and ethical issues that confront us. It does not try to predict the future or to stamp scientific breakthroughs as good or evil. Rather, it uses imagination to explore the consequences for human happiness and to hold up a mirror to tomorrow to examine contemporary life. As Issac Asimov replied when asked the question: "What's left to write about?"

MINUTES:

00:00 - TITLE CREDITS Graphics created by the Fantavision animation program.

00:40 - OPENING: STRATHCLAIR COMMUNITY SCHOOL - SATELLITE EARTH STATION - FIBRE OPTICS LINKS As a practical example of how technology may be implemented into the high school curriculum while addressing current concerns about our education system - I shall use, as an example, some of the things we are doing in Strathclair Community School.

00:54 - ADMINISTRATION OFFICE: COMPUTERS - E-MAIL - MODEMS - LASER PRINTER - DISH RECEIVER LINKS TO CLASSROOMS XEROX - FAX Strathclair School has a high school population of 70 students. Like most schools in Manitoba we are starting to install windows to the world - satellite link-ups, E-Mail, modems, cellular phones, FAX, etc. We have found, however, that the Department of Education has done very little in assisting the integration of these technological links into a meaningful curriculum. The view from these windows, so far, seems to be blocked by the towering brick wall of a paper and red tape depository at 1181 Portage Avenue.

Tomorrow's world will be international - intricately interconnected via fibre optic cables, satellite communications, tele-conferencing, and high-speed travel. The technologies transforming society will also transform teaching. The new technology will bring this knowledge to the most isolated school, offering the same courses and the same teachers as are offered to the high-powered elite. So far, the Department of Education has paid only lip service to this growing realization.

I have worked, for some time now, addressing some of the problems facing the present education system. The major impetus has focussed on converting the traditional Grade IX and X language arts curricula into programs which are computer-based and make maximum use of the modern technologies.

01:52 - COMPUTER CLASSROOM WITH GR. 7 COMPUTER AWARENESS Most Manitoba schools have computer labs but what can be done to integrate them into a meaningful curriculum which will transport students, teachers and administrators into the 21st Century?

02:02 - EMPTY TRADITIONAL CLASSROOM - RESOURCES I have not abandoned totally, my traditional classroom - I have not thrown out teaching methods which work for me and luckily I have amassed a huge storehouse of resources here over the last 25 years. But, I find myself in my second room more and more. Most times it is there, in the computer room, that I and my students prefer to be.

02:35 - COMPUTER CLASSROOM LAYOUT - APPLE & IBM COMPATIBLES In medieval times, society's pivotal institution was the Church. More recently, it has been the factory and the office. But in the future, with the onset of the silicon revolution and the Information Age, the centre of life - for people of all ages - is likely to be the school. The education system is about to atomize into every conceivable form - computer and video classrooms, traditional institutes, home-based schools, more private and religious schools, adult schools, and magnet schools for students with special needs. We will have to deal with questions unforseeable today, and so we will need a broad-based education.

Ours is a fairly typical computer room - over the years we have assembled, at considerable cost, a class set of micro-computers and a respectable collection of computer-related technology. Because of this outlay I think it is the duty of educators to insure that computer and AV equipment is used to its fullest potential. But where do we start? I have decided to work within the language arts program because it is probably the most pervasive of all the subjects. There is also an increasing emphasis being placed on these communication skills.

03:25 - ENTER GR. 9 LA CLASS - LOAD PROGRAMS AT WORKSTATIONS These Grade 9 students have been on my program for two months. At the beginning of September they were each assigned a computer work station along with a W/P program, data & assignment diskettes, and advance readings. After a few tutorial sessions, they soon fell into a comfortable routine. At the beginning of each class, students load word processor programs into either Apple or IBM compatible computers. They then load the files they had saved at the end of last day's work. All students have the option of keying or handwriting the assignments - so far, despite a lack of much formal keyboard training, all have chosen to key in their assignments. Indeed, this slower process seems to promote more concentration on the writing process. I have tried to create a plethora of assignments involving a wide variety of writing styles based on novel, short story, movie, drama, and poetry interpretations - as well as creations involving flights of the imagination and a whole potpourri of other learning concoctions.

In addition to computer experience, the students also benefit from a daily exposure to a variety of projected material, video & audio tapes, satellite broadcasts, electronic communications, as well as more traditional group and role-playing activities.

04:40 - LOAD & WRITING PROCEDURE - REFERENCE MATERIAL LAYOUT The student here is composing by using the copy, move, insert and delete commands of the Micro-soft Works word processor.

The whole procedure inculcates good organizational techniques in the student because it soon becomes obvious that a departure from the prescribed way courts disaster - lost files, incompletes, frustration, and a loss of prestige.

Each student brings a dictionary, thesaurus, template of most-used WP commands, grammar, writing folder, note-book, issued texts and an assortment of books to help in the writing process.

Any compulsory assignments a student does not have time to key into the word processor must be handwritten - one per page - and stored in a special writing folder. This folder is also reserved for any creative personal writings or sketches that the student may create throughout the year.

The teacher used to be a dispenser of information because in the mass-education style of the Industrial Age, the teacher was alone. As technology improves, the teacher will become a guide, a mentor - and I believe that this is a much better role.

05:58 - MOTIVATION - PRE-WRITING ASSIGNMENTS - COMPOSING ON SCREEN Students are given reading assignments for homework out of which come writing ideas and rough handwritten jottings as part of the pre-writing process. The average amount of time spent writing at the computer per class is almost one hour.

A number of students in the class passed conditionally into Grade 9 this year, but even these students are now achieving grades in the high 60s and 70s - testimony to their kindled motivation.

06:20 - PROOFREADING SWAP Periodically, the students swap machines and proofread each other's work. Errors are marked with "*****" and occasionally with comments in brackets. Before the work is turned in to the teacher, it will have been proofread and revised many times. Writers strive for perfect copies. The printed copy puts kids with sloppy handwriting on an even par with those possessing good penmanship and all of them take more pride in their work. Carefully revised copy is then ready to go through the Desk Top Publishing process to give it even more polish - in fact, much of it eventually finds its ay into school and community newspapers. The writing takes on a relevancy seldom obtained by traditional methods. 07:05 - DICTIONARY REFERENCE - SPELLCHECKERS Throughout the pre-writing, composition and revision processes, students make constant references to resource materials and electronic spellcheckers. Spelling errors seem to be much more conspicuous when they appear in printed form on the monitor or on the printed page. Students soon become very adept with computer commands and procedures.

Self-pacing is an important part of the system. All students have a compulsory minimum of work to complete but the faster, or more motivated worker, takes on optional projects related to the mainstream.

07:35 - REVISION - PC VIEWER TO SHARE STUDENT & TEACHER THOUGHT & WRITING PROCESS - MOVING SENTENCE FRAGMENTS INTO NEW SENTENCES & NEW PARAGRAPHS Students' on-screen work is always easy for the teacher to monitor. Student or teacher examples may also be shared with the whole class via the PC Viewer. Here a student is doing a combining sentences exercise - sharing her thought processes and writing techniques with the rest of the class. I often take anonymous compositions and revise them on-screen with the participation of the whole class.

Once the written material is put into electronic form it may be manipulated in countless ways. It may also be sent instantaneously between schools or to almost anywhere in the world. I am convinced that computers and their related technologies are the most important thing to happen to English language arts teaching since the invention of the pencil. I want to hasten the day when English teachers may confidently employ the new technology for more effective learning than has been possible ever before. My on-going experiences, experiments and research in this area have made me certain that the revolution is at hand.

I have found, however, that to make this system work a teacher must be very organized and should be willing to put in many hours of computer prep time himself. A great deal of creativity is also involved as there have been very few assignments and procedures developed in this area of instruction.

So far, the main problem we have had with the program is getting the kids out of the computer room at the end of the day.

08:46 - VIDEO TAPE RESOURCE LIBRARY - - GUITAR, KEYBOARD, & DRUM MIDI SYNTHESIZERS Perhaps the prime requirement for setting up such a program is access to an abundance of resources. In this Information Age there is a multitude of resources available to most teachers - electronic equipment, video tapes and disks, midi programs for synthesizers, audio tapes, records and CDs, digital tapes, disks and computer diskettes.

With the introduction of the unbelievably powerful CD-ROM and video disk, whole sets of encyclopedias with incredible cross-referencing capabilities are now available to the computer user. This is just the tip of the iceberg as students in both urban and rural areas will soon be able to access almost any library or information resource in the world right from their computer workstations - either in the classroom or in the home.

09:32 - OLD RADIO SHOWS REEL TO REEL TAPE LIBRARY Surely the time for impotent academic theorizing and hollow rhetorical harangue is past and the time for concrete action in our school system is upon us.

09:42 - AUDIO LIBRARY - RECORDS - CDs - DAT CASSETTES In this age of technological revolution where computer technology has pervaded every aspect of our society, the most logical approach in re-vamping a much criticized school system might seem to involve the integration of computers into the education process.

09:52 - COMPUTER SOFTWARE LIBRARY - HOME COMPUTER SYSTEMS The computers themselves are not going to change the establishment but what I am proposing is the first step - the integration of computers into a modified traditional curriculum. It can work... It must work... We owe it to our kids to make it work.