The current state of the art on the educational use of microcomputers was explored through a review of the literature, observations, and interviews with teachers and practitioners. A working taxonomy to characterize typical computer-augmented learning environments (CALEs) was developed which consisted of environmental elements, activity segments, teacher-learner environment situations, and learner attributes. Results of the interviews with teachers and practitioners showed that in their CALEs, teachers concentrated less on the presentation of curriculum context and more on computer literacy, thinking, and problem skills, and computer applications. Their expressed needs were for more computers, quality software, and computer-related teacher training. Positive and negative factors affecting CALEs included: (1) the "hardware reliability" problem, (2) the "access" problem, (3) the "friendly environment" problem, (4) the "social pressure" problem, and (5) the "overbearing person" problem. A hierarchy of achievement that most students pass through was specified, which included fear, curiosity, understanding, and tool use. The profile of a successful computer student showed that such learners tended to be bright, often boys, math and science oriented, logical or analytical thinkers, and persevering. Details on the survey itself and on the taxonomy are appended, and extensive references are provided. (Author/BK)