This paper presents a review of the literature regarding use of computers in elementary social studies and a rationale of how computer usage aligns with the constructivist approach to education. Computer use in elementary social studies can be divided into three broad categories: (1) instructional software; (2) productive software; and (3) computer-based reference tools. The paper examines each of these categories with specific examples of use in the elementary classroom. Problems pertaining to computer use in social studies instruction are presented, including proper training of teachers, traditional lecture methodology, lack of proper technology support in the schools, competition with other subjects to use computers, the misuse or improper use of technology, and the overall cost of technology with the associated inequity of resources available to schools. Suggestions for effective computer use in the classroom are offered. (Contains 25 references.) (EH)