This 2-year longitudinal study explored whether computers promote more sophisticated thinking, and examined how students' thinking changes as they become experienced computer users. The first-year study examined the thinking process of four ninth-grade Apple Classrooms of Tomorrow (ACOT) students. The second-year study continued following these students as well as five new ACOT ninth graders. Over two years the research team observed lessons involving writing and writing-related activities using computers. Researchers videotaped classroom activities and kept running records of student behaviors and interactions. In daily debriefings, students explained what they were thinking during their lessons. In more general interviews, they discussed the role of the computer and their attitudes toward it. All of the students progressed markedly from the beginning of the study. They all became fluent computer users and all significantly expanded their skills, confidence, ambitions, and willingness to share their work with others. Students developed notable experience in problem solving with their computers, integrating visual representation of ideas with text, and developing, refining, and restructuring ideas through multiple drafts that included both text and graphics. During the study, researchers also observed students working with hypermedia technology in ways that suggest further possibilities for enhancing students' thinking skills. (4 references) (GL)