In addition to reviewing the literature on the pros and cons of computer use in the schools, this document reports the results of a research project in which 13 pairs of first graders learned to use the LOGO computer language over a 10-week period as part of their classroom activities. The first two chapters discuss the overall question of computer use in the school and review literature pertaining to the following areas: (1) reasons for using computers in the classroom; (2) arguments for using either computer assisted instruction or LOGO in the classroom; and (3) Piagetian theory that supports the use of LOGO in the classroom. Research methodology is described in the third chapter. The 11 research hypotheses concerned the ability of children to learn skills specific to controlling the computer as well as cooperative and individual problem-solving strategies, creative expression in a new medium, and abstract math and geometric principles. Data were subjective and included anecdotal records of each student, observations made by the classroom teacher, and information from each student's work file. The final chapter concludes that the research hypotheses were supported, that findings from other studies about the beneficial effects of working in small groups were confirmed, and that the computer instruction met the requirements of a Piagetian task. (Author/CB)