MICROCOMPUTER WORD PROCESSING AND GRAPHICS IN ELECTRONIC COMMUNICATION EXPERIENCES OF THIRD GRADE STUDENTS (WRITING, VIDEOTEXT NETWORK SYSTEM, CLASSROOM LANGUAGE, ACTIVE LEARNING, COLLABORATION, ETHNOGRAPHIC STUDY)

The study was an investigation of the use of word processing and graphics by third and fourth grade children for composing and sending letters by electronic mail. The study sought to document what actually happened and to interpret the possible influence of the computer on students' writing and communication competence. Electronic communication produced in the classroom context was examined to assess: (1) the purposes electronic mail served children; and (2) transition in the students' use of the computer from recreation and amusement to a communication tool.;Analysis of the data revealed patterns of developmental phases in the process and growth of students' skills as they became familiar with and used personal computers. Six prominent themes emerged which identified the students' purposes for using electronic communication: (1) a means of introduction; (2) establishing friendship; (3) writing letters seeking a response; (4) an emotional outlet; (5) sharing school accomplishments with others; and, (6) writing used for persuasion.;A transitional process of microcomputer use was documented. Students' purposes for computer use expanded to include electronic communication experiences. Microcomputer use changed from novelty and recreational amusement to a helpful tool used for writing, creating and communicating with others.;This study provided evidence that word processing and graphics in electronic mail were used as communicative tools to share thoughts, ideas and feelings by third and fourth grade students. General guidelines were drawn from the study to construct a framework to guide classroom practice, curriculum planning and future directions for research.;The study involved: (1) a third grade classroom; (2) a peer pen pal third/fourth classroom; and, (3) four indepth case studies of third grade students. Principle sources of data for the study were: field notes from classroom observation; ninety hours of audio tapes from the classroom context; communication products; and two interviews each with classroom teachers, students, principals and parents.