Computer-assisted instruction, when properly designed, can help students retain more of what they learn by requiring them to use more of their senses in the learning process. Although they are not without drawbacks, microcomputers can be effective teaching aids. They can assist teachers by performing routine clerical tasks (grading and recordkeeping), serving as an audiovisual device, and providing access to large educational databases and computer systems. Microcomputers can also assist vocational administrators by allowing them to formulate and revise budgets quickly, perform all the normal business functions entailed in administering a vocational education program, and keep in constant communication with other administrators and with state education officials via modem. Computer-assisted and computer-managed instruction allow vocational educators to individualize instruction. The key to all of these applications, however, is that teachers be given sufficient released time to learn to make full use of the potential of microcomputers, learn what types of software are available, and spend the evaluation time necessary to select the best software for their individual programs. Video technology, interactive videodisk technology, and optical laser disks also offer great promise in that they allow for the merging of the best of the worlds of audiovisual and computer-assisted instruction. As in the case of microcomputers, the problem with using videodisk technology in education remains the lack of availability of appropriate disks and software. The only way to circumvent the barrier imposed by the great cost of producing such software is to spread the cost over greater numbers of students or, in other words, to increase collaboration and sharing of materials among vocational educators. (MN)