ABSTRACT
There is a sense of urgency about research in computer literacy. The invention of the computer may yield a revolution in thinking as broad as that resulting from the invention of the printed word. We must capture the moment before each child is computer literate, lest we lose forever the opportunity to study the impact of a new technology on human thought. But before everyone dashes off to study the consequences of computer literacy, we would urge a few stragglers to pose a different set of questions. There are various forms of computer literacy, from inserting a game disk into a drive to writing a sophisticated program. There are various programming languages. The question is: Which form of interaction and which language will produce consequences of theoretical and functional importance?
