An invisible border divides those arguing for computers in the classroom (1) students’ career prospects and those arguing for computers in the classroom for broader reasons of radical educational reform. Very few writers on the subject have explored this (2) —indeed, contradiction—which goes to the heart of what is wrong with the (3) to put computers in the classroom. An education that aims at getting a student a certain kind of job is a(an) (4) education, justified for reasons radically different from why education is (5) required by law. It is not simply to (6) everyone’s job prospects that all children are legally (7) to attend school into their teens. Rather, we have a certain (8) of the American citizen, a character who is (9) if he cannot competently assess (10) his livelihood and happiness are affected by things outside of himself. But this was not always the case; before it was legally required for all children to attend school until a certain (11) , it was widely accepted that some were just not equipped (12) nature to pursue this kind of education. With optimism characteristic of all industrialized countries, we came to accept that everyone is (13) to be educated. Computer-education advocates (14) this optimistic notion for a pessimism that (15) their otherwise cheery outlook. (16) on the confusion between educational and vocational reasons for bringing computers into schools, computer-education advocates often (17) the job prospects of graduates over their educational (18) . There are some good arguments for a technical education given the right kind of student. Many European schools (19) the concept of professional training early on in order to make sure children are (20) equipped for the professions they want to join.