A traditional dichotomy has always existed between the quantitative origins of computers and the subjective and expressive nature of art. Computer technology, however, has become simultaneously more sophisticated in its application and more simplified in its use. Computers can now serve as viable and productive components of an art education curriculum. In this digest, nine reasons for integrating computers into the art education classroom are identified and articulated: (1) Ease of use--current models come complete with pre-installed software; (2) Versatility--laser printing has advanced to the level that creating images without formal instruction is relatively simple; (3) Relevance--artists have always worked in the latest media; (4) Interest--interest in computers is so ubiquitous that it may attract students who have previously evinced little interest in the discipline; (5) Status--computers come with their own cache of technology and progress that may help bolster support for the art program; (6) Collaboration and Professional Development--establishment of a computer laboratory could result in greater peer interaction and integration of the arts curriculum throughout the school; (7) Art Education and the Internet--the World Wide Web provides access to thousands of Internet sites that can assist professional development; (8) A Creative Tool--computer art applications make it possible to do things that are possible in no other medium; (9) An Experimental Medium--computers are unrivaled as a tool for two-dimensional visual experimentation; and (10) Key to Commercial Employment--virtually all commercial art is now done on computers. A 10-item bibliography of references and resources within the ERIC system is included. (MJP)