This paper reports on a case study which was undertaken to study issues fundamental to a computer-assisted, multicultural education. During the study, a group of Asian American middle-school students corresponded with culturally dissimilar students using telecommunications. The data reported reflect the Asian American students' experience. Results concerning three themes of the research are discussed: computer knowledge, learning processes, and communication patterns. Findings indicate that students of different ethnic backgrounds may have different attitudes about and knowledge of computers, cross-cultural communication patterns, and learning processes when working with computers. These differences should be taken into account when planning a computer-assisted, multicultural curriculum.
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