Computers as tools for creating models of realistic situations serve well for developing higher cognitive strategies for problem solving and decision-making. Specific software for the curriculum helps the teachers to teach an action-oriented and problem-solving material. Someone has compared the computer to the cart and knowledge to a load transported on the cart. A need for developing cognitive abilities has been already recognized by science and mathematics teachers, but this integrative function of intelligence cannot take effect without understanding visual messages, imaginative approach in exploring conceptual structures and scientific problems, spatial abilities to visualize configurations and relationships described by the formulas. Education in computer art graphics may support students’ progress and achievement in science, mathematics, and also in the learning of computer art with illustrated and annotated resources. Unlike the history of science of technology, art history cannot simply report facts by putting them into chronological order. The challenge lies in interpreting the meaning of the artwork, in hazarding a guess about how the work will be seen and referred to 50 years form now, which works will fade away, and in relating the work of computer artists to the rest of the art world and the cultures in which they were created. Although some large museums curate computer shows, a historical understanding of the field often seems lacking. Just as Clement Greenberg brought Abstract Expressionism into the art canon with his seminal essays in the 1960s, so the critics and historians may help the museum-goers understand the vital role the computer plays in visual image creation. All we know is that there is an audience waiting.