Ours is an exciting time, for we as the inhabitants of a

          technologically advanced nation are facing a drastic change in

          what we view as the standard educational method.  This change is

          the product of our acceptance of computers as the road to the

          future in many facets of our lives.  With this in mind, one

          cannot neglect the possible effects that the computer revolution

          may have on our educational system.  Various analysts have

          discussed these effects from different viewpoints and their

          feelings about the subject have ranged from total acceptance to

          complete aversion.  Theodore R. Sizer, the Headmaster at the

          Phillips Academy in Andover, Mass., is one academician who is

          very aware of this diverse range of critism.

               To some the machine is the symbol of inhumanity, a
               blinking, rigid monster devoted to the dehumanization
               of the school.  To others the computer is the route to
               new pedagogical sophistications, a device to free the
               child from the clutches of the biased, smothering
               teacher.[1]


            There are three areas in which the student can be exposed to

          the computer as an educational tool.  According to Robert

          Sherwood, a professor of science education at New York

          University, these areas pertain to 1) learning about computers,

          2) learning with them, and 3) learning from them.[2] Learning

          about computers, i.e.  computer literacy, can be considered as

          gaining an awareness of basic programming and becoming familiar

          with the different parts of a computerized circuit, or simply,

          "Knowing how to use computers and understanding their societal

          implications."[3] In many ways this is one of the most important




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          aspects of an education with respect to computers.  This can

          easily be seen if one considers the ongoing computerization of

          the workplace.  "It is becoming evident that those who learn

          about computers are advancing in their jobs, whereas those who

          avoid the use of computers are forfeiting promotions and even job

          security."[4] Thus there is a serious need for education about

          computers if children are going to be able to successfully enter

          a world in which computers have taken such an important role.


            The aspect of learning with computers is one that pertains

          mainly to learning the various aspects of the use of programming

          as a tool and learning the corresponding languages with which one

          converses with the computer.  In many schools the computer

          language of choice is LOGO.  This language was developed by

          Seymore Papert and his associates at the Massachusetts Institute

          of Technology.  Papert, a protege of swiss child psychologist

          Jean Piaget, believes that, through simple programming, learning

          is achieved because "children learn primarily through the

          manipulations of their environment."[5]


            This theory's truth becomes quite apparent when one views some

          of the results that have been achieved at the Lamplighter School

          in Dallas, Texas.  This school operates on a philosophy which

          regards computers as an integral component of the educatinal

          process.  Dr. Sidney Nolte of the Texas Instuments Corporation

          was actively involved in the design of the computer system at

          Lamplighter.  He states, "A lot of computers are being used as




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          flash-card machines.  We've tried to bring more to this than just

          something for drill and practice activities.  The experience

          those children are having is discovery o