Microcomputers have the potential to alter the entire learning environment and change the nature of education, but the use of computer-assisted instruction (CAI) methods developed when computers were less readily available can endanger or retard the change. Designed to increase the efficiency of the teaching of course content, CAI makes no attempt to affect the traditional nature of the learning environment. Below the surface, CAI teaches that learning is controlled from outside the learner, is an isolated activity calling for the suspension of normal interpersonal dialog, involves figuring out what responses are required rather than how to think, and is a linear process devoid of creative insights. Such qualities can discourage learning and lead to student attempts to "outwit" the computer. In contrast, simulations can require the computer to provide data that students can call on in group problem-solving, creating a very different learning environment that involves human interaction and cooperation and permits variation and individuality. Computers can also be used as highly sophisticated calculators permitting students to practice dimensional analysis. Such uses teach that computers can be helpful tools but, like other tools, are limited by the vision and wisdom of those using them. (Author/PGD)