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Reasons underlying the growth of interest in Asia and the Pacific region in educational computing and issues raised by such developments are examined in this paper, which begins by describing three main areas of use of microcomputers in schools--for teaching computer studies, for computer assisted learning, and for school adminstration. Reasons for microcomputer use are considered as well as internal and external influences that affect the decision to incorporate computers in school activities: (1) the need to relate education to the needs of the economy; (2) parental pressures; (3) pupils' expectations; (4) the need to facilitate data processing for reporting to external groups; (5) the need for better information for decision making; (6) demands for increased efficiency; (7) assumptions of increased learning effectiveness; (8) push from technical experts; and (9) marketing policies of manufacturers and suppliers. Also considered is the impact of the introduction of computers in schools on teaching methods, curriculum content, and the organizational structure of schools. Issues that are likely to arise with the use of microcomputers in schools are discussed, e.g., funding, suitable computer programs, teacher training, equipment requirements, cost effectiveness, responsibility for computer use and management, and contingency plans for equipment breakdowns. The importance of feasibility and cost benefit studies and consideration of the organizational, behavioral, and managerial issues involved in planning for computer based programs in schools is emphasized. Twenty references are provided. (MES)