This paper presents the first comparative findings emerging from 20 individual case studies into the adoption, use, and effects of microcomputers in families. The 20 families are first described according to a number of key demographic characteristics--socioeconomic, nationality, parent occupations, number and ages of children, etc. An examination of the dynamics behind adoption of this technological innovation and the extent to which educational goals played a major role in the adoption process follow. The report then focuses on the use of the home microcomputer by children in these families and attempts to determine: (1) the ways in which the children are engaged, if at all, in educational microcomputing, and (2) why their educational microcomputing takes the form(s) it does. The paper ends with a discussion of the potential future aspects of the relationship between family and school if the use of microcomputers for educational purposes by children at home continues to grow. Additional topics addressed include computer programming as the dominant educational activity and the resistance of family members to the use of professionally prepared educational software. A list of references is provided. (JB)