Three major approaches to the use of computers in education are examined, serious limitations of each are presented, and questions are raised as to the efficacy of technologolizing education. The drill and practice approach is shown to embody a deterministic, behavioral technology that turns learning into a systematically-designed and quality-controlled form of work. Computerized tutorial programs are shown to extend the behavioral and technological approach to learning even further by shaping interactions via an external agent's intentions in order to maximize the learner's performance gains. Most seriously, computerized tutorial interactions pre-empt the personal intellectual agency and ultimately inner-directed learning. Finally, the use of computers is shown to limit the learner's mental landscape to objective, quantitative, and procedural tools. A list of references completes the document. (JB)