"This is an extremely important book for educators concerned with substantively addressing the issues facing public schooling as we move into the 1990's: first, because it examines critically the increasingly important role of technology in the instructional process, and second, because it confronts head-on the most significant challenge of education in our nation today — how to make schools work for minority students and communities in the face of repeated past failures.

"The book is conceptually sound — it reviews thoroughly in Part I significant theory related to the proposals that are convincingly presented in Part 2. The argument is logically presented and carefully developed. Relevant research is presented to support the argument as it develops, and the clear organization and highly readable style make for a stimulating intellectual experience for those who have spent time reflecting on how schools might become more effective in meeting the needs of all children, as well as those who may have spent time worrying about the unfulfilled promises of technology in improving educational outcomes for minority children. " —Robert D. Milk, University of Texas at San Antonio

"What I like most about this book is that it addresses what is, to me, the most important challenge facing educational institutions today — effectively educating the heterogeneous student population.

"The authors point out the ramifications of current instructional practices as barriers and not aides to the task of promoting academic achievement and social integration for diverse student populations within the same educational setting. They provide insights into what is needed to promote both. I find the entire discussion informative, insightful, and very helpful to me as an educational psychologist. " — Saundra Scott Sparling, California State University, Bakersfield

"The topic of computer-aided instruction is critical in itself and it is also important to the fields of multicultural and multilingual education. This book is particularly significant because it draws on a) the effective method of cooperative learning, b) neo-Vygotskian learning theories, and c) equity in education. " — Judith Walker de Felix, University of Houston