ABSTRACT
The present article, on the one hand, gives an outline of the state of art in educational computer use in the Federal Republic of Germany. Educational interactive computer programmes from simple drill and practice, programmes running on small cheap machines, up to artificial intelligence based 'microworlds' running until now only on mainframes are sketched. This overview also argues that sophisticated audiovisual interactive new technologies can properly be used, even on the small machines available in schools, if the content materials and the flow of control given to the learner are carefully designed and are based on principles of cognitive science. On the other hand, the spectrum of possible meanings and interpretations given to the concepts 'interaction' and 'interactive' is elaborated and prototypically illustrated by typical programmes of each kind.
