The computer in its many guises as writing tool and communications medium is changing the way we interact with information and with each other. Whether in the form of a word processor installed on a personal computer (PC), a group of PCs linked in a computer lab or a university network, or the Internet connecting people and electronic information sources around the globe, the computer is having a profound effect on literacy practices in the present age. It is, at the same time, contributing to an ongoing expansion of information and communication resources that has put English in the hands of more and more people around the globe.

These trends have created a great demand for literacy in English as a second language (ESL) as well as for literacy in computer writing tools, issues that are sometimes hard to separate. Many of our literacy practices in education, work, and social life have moved off the page and onto the screen: more and more people are doing the majority of their writing and reading on computer and transmitting messages electronically rather than on paper (Warschauer, 1999).

As the communicator of the present day and especially of the future is inevitably linked to electronic media, those charged with instructing ESL students in writing cannot afford to remain outside these developments, teaching without regard to the communication technologies that are increasingly at the center of their students' world; teachers should be prepared to bring computers into the center of their own pedagogical practice.