The use of computer technology in solving critical problems in education is described in three case studies. The "high tech" case is considered by Donald Thursh of the University of Illinois, who is creating a computerized textbook of pathology. The organization of an electronic text can be individualized to suit an instructor's emphasis, the student's knowledge level, or a clinician's specific needs. New information can be located and existing frame content can be easily revised. Extensive cross-referencing of information is accomplished without distracting users. The content expert works in ordinary English and maakes changes without programming competence. The "low tech" approach is described by Harold Cochrane of Colorado State University, who has adapted commercial spreadsheet software for use on microcomputers in his economics classroom. With these spreadsheets, students can solve problems and can see the intent of an economic model, its construction, and the sensitivity of the results to given information. Finally, the "no tech" case is considered by Diane Balestri of Bryn Mawr College, who has structured her freshman writing course around a metaphor of computer programming, with no machinery in the classroom. Students who are organizing and writing compositions are taught to use the same problem-solving and program-building techniques that they learn in a Pascal programming course. (SW)