Although researchers are only now beginning studies of microcomputer use in classrooms, findings concerning the educational use of mainframe computer terminals indicate educational benefits. The available studies suggest guidelines for classroom microcomputer use. These guidelines include developing administrative procedures for evaluating computer software; instituting ground rules for sharing microcomputers; and making plans for introducing the microcomputer into the classroom, for supervision, and for teacher orientation to hardware and software. A microcomputer can be used to (1) teach computer literacy; (2) tutor; (3) teach programming skills; (4) allow students to express themselves, explore, and create; (5) provide opportunities for creative writing; and (6) perform administrative tasks. Practitioners should demand that computer program publishers provide preview privileges. Criteria for selecting software programs should include determining whether the program has been field-tested and is compatible with hardware and instructional objectives; assessing the psychological impact of the program on students; estimating how the program, as a sensory experience, is likely to contribute to students' overall perception of classroom life; identifying the age for which the program's physical features are most appropriate; evaluating the quality of the interactive structure of the program; and assessing the appropriateness of the program in relation to concrete and symbolic experience. (In conclusion, questions for future research are suggested.) (RH)