Educational computing based on the primacy of human agency is explored, considering ways in which power can be apportioned and exercised in order to enhance educational computing. Ideas about power and control are situated epistemologically. A first consideration is educating for human control of computer technology. Research suggests that children and some adults attribute agency to computer technology, and much research in computer science comes from the belief that computer technology can mimic, if not duplicate, human agency. It is argued that people should control technology and take responsibility for the consequences of computer-mediated action, and control should be minimized if not eliminated from power relations between people. To promote this, a constructivist theory of education allows for the epistemological stance that the authors articulate. The principles of constructivist education call for educational software that supports students' construction of knowledge and foster interest, autonomy, and cooperation. Technologies and approaches in this direction are explored. A constructivist approach will avoid one of the pitfalls of deconstructionism, the emphasis on power that is often the only recourse of the deconstructivist when injustice occurs. It is suggested that postmodern epistemology be set aside, but that the best of what remains of postmodern thinking and practice be used to promote democracy in educational computing. (Contains 103 references.) (SLD)