Present and potential classroom applications of microcomputers are examined in this literature review, which was conducted to identify both unjustified and well-founded claims about the advantages offered by the introduction of computers into classroom instruction. Conclusions presented indicate that: (1) such applications are being oversold by enthusiasts who make unjustified claims about the presumed need for and benefits of introducing computers to the classroom (in general) and of teaching students to program computers (in particular), and who underestimate the costs involved (in time, trouble, and money); (2) there nevertheless do appear to be applications (centering around the "three R" functions of recursions, revision, and rapid hypothesis testing) that could allow teachers to expand or improve instruction by doing things they cannot do now; and (3) the realization of most of these applications awaits the development of software that is commonly available at an affordable cost, pedagogically sound, integrated with the rest of the curriculum in the topic area, and designed for use by the teacher working with the class rather than by the student working individually. Twenty references are listed. (Author/LMM)