Those few who do get access to computers are generally given drill and practice exercises rather than problem-solving or other more challenging software. The CSOS survey also found that female students, regardless of social class, spend less time in school on computers than males. An important reason for this is related to the type of tasks assigned. By extending computer applications in schools to the development of language and literacy skills, more female students can be attracted to the technology. Using Computers for Language Development Students improve linguistically and academically when given access to problem solving, word processing, and communications software, particularly when such software is used in collaborative tasks.
Problem solving at the computer, for instance, encourages cognitive and linguistic development.
Group work engenders increased and richer language use during a learning task. The students learned to use computers during after-school enhancement lessons in programming, text processing, and electronic mail. Although the materials were in English, the bilingual teachers encouraged the use of Spanish as a bridge to learning skills and concepts. It should be noted that the choice of software clearly influences the quality of human interaction in computer-shared settings. This process approach to writing, particularly when coupled with computer use, encourages purposeful social interaction in classrooms.