This study examined the e-mail interactions of teachers who were graduate students in an educational leadership program at a commuter university. Participants attended a 3-hour-per-week course. The instructor inserted into the course syllabus an assessment plan that required computer use, making the students responsible for accessing the university's system as often as possible. The syllabus gave general directions regarding acquisition of an e-mail account and utilization of the e-mail system. This included making appropriate arrangements to get computer training, to obtain an e-mail account, and to access the e-mail system to start communicating with the instructor. There was a point system incentive. The instructor sent an e-mail question to all students 2 weeks after the class began and again shortly thereafter, but never mentioned it in class. The question was designed to stimulate and promote an online discussion: What is your most optimistic scenario for schools in the year 2000? All of the students went online and e-mailed responses to the question. Most believed that schools in 2000 would have technology in every classroom. Because some responses were controversial, there was great discussion. From this experience, the instructor developed an in-class activity in which students brainstormed a list of possible e-mail uses in their classrooms and the impact on instructional practice. Teachers optimistically advocated for computers to help teach literacy. (SM)