Social studies educators should refrain from using computer-assisted instruction as much as possible; instead, they should create a program that reveals the hard facts of a computerized society and its dangers to civil liberties and human dignity. Past examples of the standardizing effects of technology reach as far back as the printing press. Currently, the new technology threatens even further homogenization of information. New developments are propagated by self-interested industries and welcomed by technocratic administrators desiring to economize on education. Further, reactionary technocratic governments promote the introduction of new gadgets in education not only for efficiency and economy, but also to get a stronger grip on its content. Although personal contact between teacher and child remains the major educative factor today, computers threaten this tradition by eliminating teacher authority and further isolating children from human interaction. While computers promise advantages in solving convergent problems, they also promise the inability to solve divergent problems requiring feeling, understanding, love, and ethical values. To counterbalance these influences of the technological revolution, teachers should develop their own teaching aids and make themselves independent of major publishers in their realization that there are no easy solutions to complex social problems. (LH)