ABSTRACT
In this paper it is argued that in the UK the emphasis on small group work using a microcomputer is partly the result of pedagogical opinion, and partly an economic necessity. The results of research studies into the best seating and grouping arrangements are discussed, and a number of evaluations of interactive programs for developing reading and language skills are reported. These focus on word processing, adventure games and programs used with slower learners. Aspects of the interaction between children, teachers and programs are discussed, and it is argued that the concept of an 'interaction continuum', which focusses attention on where a program lies on an intolerant-intelligent continuum, is a potentially useful one.
