ABSTRACT
This chapter discusses how features of new information technology interact with features
of classrooms in the quest to foster children’s literacy abilities and their attitudes toward
literacy. We believe focusing on these features points to several lessons that may be
learned through the intensive study of classroom culture as an orientation toward
research. We begin by describing the potential values and problems associated with three
major sources of information about how technology may aid educators in their endeavors:
visionary theory, lighthouse projects, and large-scale implementation studies. We
recognize that there are additional ways to examine the research on literacy and
computers (Reinking & BridwellBowles, 1991). Although there are advantages inherent
in these formats for conducting research into technology and literacy, there also are
deficiencies that leave incomplete pictures of practice. Because of this inadequacy, we
argue for a fourth method of study: intensive case studies of closely watched classrooms.
