| Abstract: | Abstract The goal of this research was to explore the relationship between the use of a computer paint program to create visual images and the subsequent verbal expression of these illustrations. First- and fourth-grade children created visual stories using either traditional media or a computer paint program and subsequently word-processed a verbal representation of their stories. Analyses indicated that the paint program visuals illustrated greater creative strength and the accompanying written stories were richer in detail. Additionally, the creative process varied across the two groups in that the students who used the paint program engaged in more peer collaboration, were more likely to experiment with media effects, and made more revisions in both their visual and written products. |
