This review of research on gender differences in computer use at the elementary and secondary levels outlines the problems, discusses reasons for these problems, and gives suggestions for interventions to improve the situation. The research reviewed was conducted, for the most part, in the United States, Canada, Australia, and the United Kingdom. The review begins by stating the problem and considering who is using computers both at school and at home. Attention is then focused on reasons for the differences found, including association of computers with mathematics, the nature of computer courses, different behavior patterns of boys and girls, the social context of the classroom, the orientation of available software, and the influence of parents and role models. Teaching strategies suggested in the literature that address these problems are also described, and suggestions are made for surveys at the elementary and high school levels in Ontario (Canada). The annotated bibliography that makes up more than half of this report is divided into three sections: (1) studies of gender issues in education that relate specifically to computers; (2) studies that deal with similar gender differences in mathematics and science; and (3) studies of cultural factors and sex-role stereotyping. The results of a survey of recent or ongoing research related to gender equity issues in computer education in Canada, the United States, the United Kingdom, and Australia are also reported. (MES)