ABSTRACT
The first wave of the so-called microcomputer revolution in education, a period of unchecked enthusiam for computers in the classroom, appears to be at an end. Although school microcomputer purchases continue unabated, there are signs that educators are beginning to question the usefulness of computer-assisted instruction as the primary activity for this technology. Recent microcomputer usage surveys indicate that, while CAI still constitutes about half of all computer-related activity, there has been a substantial decrease in the number of teachers who perceive that this should be the primary role for computers (Becker, 1986). In secondary schools, from 10-30% more teachers than in the last survey see the computer's most important role as that of tools for applications such as word processing, data analysis, and problem solving.
