This book was written in a time where computers were only in schools for less than a decade. At this point, a few things about their education had already become clear. They could assist in directly instructing students, but this was only a limited use and still required close teacher involvement. Computers could keep track of and manage effectively some aspects of the educational process, but this had to be monitored closely because management functions can easily become an end in themselves rather than a means to improve instruction. The issue in the time of 1986 was that if one asks students to think about trivial things, powerful computer tools could not bring about sophisticated thinking. This issue explores computer tools, their nature, them still being experimental and tentative use in schools, and what the computer's future holds in the educational world.