AbstractMore than a decade has elapsed since Papert and his MIT colleagues combined cybernetic and Piagetian concepts into a user‐friendly computer program called LOGO; and five years have elapsed since Papert, in his bookMindstorms, extolled the virtues of LOGO, arguing that children who experienced LOGO learned much more than a computer language—they learned powerful ideas, skills, and heuristics as well. This paper examines the current state of LOGO and LOGO research and attempts to come to some conclusions about the efficacy of LOGO as a research and teaching t