This paper focuses on the applications which best suit the microcomputer in an educational setting with emphasis on adapting effective pedagogical practice to the computer's programability and delivery capabilities. Discovery learning and "being told" are identified as two types of computer assisted instruction (CAI) and sample uses of each method are compared and contrasted to identify their strengths and weaknesses. Comparison of these two CAI methods is based on analyses of five components: (1) student reinforcement; (2) full use of the potential of microcomputers; (3) student-computer interactions; (4) knowledge of possible answers and probable mistakes; and (5) existence of an interactive environment. It is pointed out that learning to program in "discovery languages" (LOGO, PILOT) is a powerful skill that all students should have available to them. Implications of CAI for use with special education students are discussed, and specific benefits are suggested for behaviorally disoriented, mentally and physically handicapped, and learning disabled students. Four major components of CAI that assist these students are identified: program patience, program repetition, eagerness of students to use computers, and suitability for discovery learning. Teachers are encouraged to familiarize themselves with programs that teach effectively and to help create programs that ensure superior instruction. A three-page list of references completes the document. (JB)