A study investigating the discrepancy between potential and actual use of computer software in elementary education is described. Fifth- and sixth-grade students participating in a computer literacy program in one school were surveyed by questionnaire and interview about the feedback provided in a specific piece of cartooning and creative writing software. Results indicate that the students react to stimuli in ways adults do not, thinking along channels that adults have found non-productive and discontinued using. Therefore, although teachers may try to empathize with students, this can only be achieved through close observation and interviews. Specific recommendations for curriculum designers, administrators, and teachers include the following: (1) incorporation of specific objectives into each lesson; (2) inclusion in the software of function keys allowing students to ask routine vocabulary and concept review questions; (3) selection of programs that are meaningful to students; (4) use of sound, animation, and response mechanisms to stimulate and sustain attention; (5) easy editing as a feature of language arts writing programs; (6) study of additional software; and (7) study of students perceptions of feedback in other schools around the country. A brief bibliography is included. (MSE)