T he impressive rate of adoption of microcomputers in schools andhomes has provoked concern for equity in their availability, uses,and effects (Chen, 1985a; Lepper, 1985; Linn, 1984; Paisley & Chen, 1984). In schools alone, the number of microcomputers increased nearly 20-fold in just three years, from 33,000 in June of 1981 to 630,000 in June of 1984 ("Computer Makers Find Rich Market"). Recent data collected by Dataquest, a market research firm in San Jose, indicate that, as of February 1985, 13.1 % of American households possessed a personal computer, with higher-end systems growing in popularity (Dataquest, 1985).