This report describes a curriculum development program designed to address three problems associated with computer use in the schools: underutilization of the computer capabilities by overemphasis on basic skills instruction; stratified access to computers, or inequitable access based on race, sex, or income; and emphasis on teaching computer programming when the skills needed for the workplace are much more diverse. This project involved the systematic introduction of computer curricula in language arts and mathematics to students in grades 2-6. One classroom was part of a designated bilingual program, two others had a number of students who spoke Spanish as a first language, and one was designated as a Chapter 1 classroom. The report is presented in nine chapters: (1)"Introduction" (Hugh Mehan); (2) "The Classrooms" (Marcia Boruta, Ann Marie Newcombe, Marti tum Suden, and Christina Drale); (3) "Microcomputers and Classroom Organization: Some Mutual Influences" (Hugh Mehan); (4) "Some Cognitive and Social Benefits of Peer Interaction on Computers" (Hugh Mehan, Nick Maroules, and Christina Drale); (5) "A Holistic Approach to Computer Literacy" (Hugh Mehan, Margaret M. Riel, Marcia Boruta, Christina Drale, Nick Maroules, and Kim Whooley); (6) "Functional Learning Environments for Writing" (Margaret M. Riel); (7) "Computer Activities in a Bilingual Setting" (Luis C. Moll and Ann Marie Newcombe); (8) "Teaching Problem Solving Strategies" (Marti tum Suden and Robert Rowe); and (9) "Summary and Conclusions" (Hugh Mehan, Luis Moll, and Margaret M. Riel). The text is supplemented by 25 tables, 151 figures, and 103 references. Two appendices contain guidelines for selecting prompts and rubrics for use in teaching writing and a functional computer literacy test. (EW)