This paper notes three objections to the use of hand-held calculators in schools: they would (1) block reasoning, (2) make individuals machine-dependent, and (3) broaden the gap between developed and underdeveloped nations. Each is addressed, with specific examples used to refute them. The belief is strongly expressed that calculators can aid in adjusting social imbalances between "have" and "have not" groups and nations. Projects in Brazil in which calculators are being used are cited. The use of calculators in modeling real problems is also discussed. (MS)