A pilot project was developed at Indiana University Southeast to help teacher education students learn ways to put current educational theories and strategies to work in a school setting. The project was based on the idea that the language arts--listening, reading, writing, and speaking--should be integrated and that many subject areas could be incorporated into any well planned language arts block. Included in the process was the incorporation of computer use, specifically the use of LOGO, a computer programing language, and word processing. Each teacher education student was assigned two or three children at the fourth or fifth grade level. Each group remained together throughout the six practicum sessions. Two basal stories served as the springboard into the other requirements, all of which had to fit into a modified directed reading activity format. The following steps of a modified directed reading activity were used by the teacher education students: motivation; vocabulary instruction; purpose for reading; silent reading; questioning; purposeful oral reading; skills/strategies; and extension. The students had to show evidence of working through a five-step writing process which included: prewriting, drafting, revising, editing, and sharing. Results indicated that the children were developing their writing, computing, and critical thinking skills, while learning to work cooperatively and improving self-esteem. The teacher education students found that using the computer in this way enhanced the directed reading approach, the language experience approach, and the writing process. Additionally, the teacher education students actively learned how to teach in a natural, holistic, and diagnostic way. (MG)