New information technologies–such as computers, high-capacity, random-access data storage devices, tools for graphics creation and display, audio and video recorders, and communication networks–have altered the ways we work, play, communicate, and learn. As a result, information processing can no longer, if it ever could, be seen as distinct from the concerns of English and language arts education. Instead, it is deeply intertwined with issues central to English education, such as theory, new capabilities for representing and communicating knowledge, and new modes of instruction. Each of these areas poses new challenges and opportunities for English education.
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