This paper discusses two conflicting opinions on the role of computer education within the West German school curriculum, i.e., the opinion of the majority of the education ministers and administrators, who wish to see computer use distributed over as many school subjects as possible, and a minority of specialists in computer education who prefer an integration model, which would provide a block of integrated instruction in grade 8, followed by computer use in various subjects over the next 2 years. The two models--distribution and integration--are briefly described, and the rationale for each of them is given: political authorities who favor the distribution model are aiming at rapid and widespread application of computers in schools in order to complement computer applications in trade and industry, while the proponents of the integration model seek to provide computer literacy for everyone. The curriculum as envisaged by the integration model is then discussed and a diagram is provided which illustrates the relationships of the four thematically linked fields that comprise the model: applications and effects of information processing, problem solving with algorithmic methods, principles of software and hardware systems, and applications of the user system. A comparison of the two models which points out the advantages and disadvantages of each concludes the paper. The two models are further illustrated in the appendices by charts showing the computer curriculum in Baden/Wurttemberg (the distribution model) and Zurich (the integration model). A 17-item reference list is also provided. (DJR)