Like LeBlanc, she discusses limitations in currently available software for group document production, notably for the sumultaneous broadcasting of graphics. All in all, the incorporation of computer support for the training of professional writers seems to be progressing well. In the fourth paper, Charles Moran and Elizabeth Klem present studies of the effects on teachers and teaching of introducing computer technology into the classroom. These studies are much less common than studies of this kind directed at students. From one study they discuss some of the difficulties involved in persuading teachers to use the technology in ways that take advantage of the real power of the technology.
Teachers prefer to treat the computer as an adjunct for traditional, teacher-centered instruction.
A second study was a survey of teachers' and students' attitudes about computers in the classroom. The authors also give suggestions about how to better train teachers for new roles in computer-supported classrooms. Salomon' s paper takes a broad look at the assumptions behind CSCL and, among other things, suggests that the CSCL enterprise has taken too narrow a view regarding the incorporation of CSCL into learning environments, the roles of individual students as learners, and the assessment of CSCL with respect to the promotion of effective learning. In this regard he presents an interesting methodology for assessing the many facets of learning that might be affected by the introduction of this new technology. There are calls for more compatible software and for the creation of better theory.