With current advancements in hypermedia, innovative software is being developed with educators in mind. A prime example is HyperStudio, where the user has the ability to manipulate and control the union of sounds, graphics, and automation. In this article, we describe the interactions of a grade-one HyperStudio expert teaching a novice HyperStudio classmate how to use the program as a means to publish her story. Data were collected through videotaping, QuickTime movies, and observations. The data were analyzed to discover emerging patterns between the two students, the researcher, and the computer. The two students evolved from an unequal power structure of peer tutoring to a more collaborative structure, where the once novice became an equal partner in the publishing process.
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