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This paper addresses the implementation of a constructivistic approach to using multimedia technology in two advanced language arts classrooms in a public middle school. Findings from the qualitative data of the two case studies suggested that the following skills had been acquired: management, technical, research, and problem solving. Because students knew that the final projects would be pressed on a CD, put on the World Wide Web, and presented at conferences, they tended to have a sense of audience. They were no longer writing in a "vacuum." Rather, they wrote in order to convey a message. For example, some wrote to stop school dropout or to report their survey results or to introduce some exotic islands. Writing was no longer a tedious task, but rather a meaningful activity.