Passage 1　　There was a time  1 parents who wanted an educational present for their children would buy a typewriter, a globe or an encyclopedia set.　　Now those  2 seem hopelessly old-fashioned: this Christmas, there were a lot of personal computers under the tree. Convinced that computers are their key  3 success, parents are also frantically insisting that children  4 taught to use them on school as early as possible.　　The problem for schools is that when  5 comes to computers, parents don't always know best. Many schools are yielding to parental impatience and are purchasing hardware    6 sound educational planning so they can say, "OK, we've moved into the computer age." Teachers found themselves    7 in the middle of the problem--between parent pressure and wise educational decisions.　　Educators do not even agree  8 how computers should be used. A lot of money is going for computerized educational materials that research has shown can be taught just as well  9 pencil and paper. Even those  10 believe that all children should have access to computers warn of potential dangers to the very young.　　The temptation remains strong largely because young children adapt so well  11 computers. First graders have been seen willing to work for two hours on math skills. Some have an attention span of 20 minutes.　　Not every school,  12 , can afford to go into computing, and that  13 yet another problem: a division between the haves and have-nots. Very few parents ask  14 computer instructions in poor school districts, in  15  there may be barely enough money to pay the teacher.