This paper examines the integration of instructional technology (IT) in a Web-assisted, first-semester composition course at Middle Tennessee State University, particularly the use of interactivity tools for in-class and cross-class collaboration. Beyond the benefits of making course materials available 24-7 and linking students via email, IT allows teachers to develop assignments that capitalize on electronic small group activities promoting process-based composition instruction. Emerging best practices from the teacher and students perspectives revealed through surveys over three semesters are also presented. General rules for in-class and cross-class peer groups, as well as a copy of the student survey, are appended. (Author/MES)