摘要：Given that "in some inner-city public schools, more than 50 percent of the students leave before graduating" (Bialo and Sivin, 1989a, p. 35), educators are constantly searching for intervention programs and resources to reverse this trend (Moskowitz, 1989; Ryan and Brewer, 1990; Vescial 1989). Because the computer has been lauded for its ability to assume different software-driven roles, it is especially well-suited to the needs of at-risk students (Bialo and Sivin, 1989a, 1989b; Knights, 1988; Brooks, 1989; Knights, 1988).
