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As a high school student, I was thoroughly unimpressed with computers, but as an undergraduate using them to analyze data and prepare and present lesson plans, I recognized their importance as a tool for the scientist and science teacher I hoped to become.
Soon, my near-obsession with teaching science became a near-obsession with using computers to teach. One school year, a colleague and I spent hours setting up physics experiments in which data were collected via probes connected to personal computers. We spent a summer writing the first technology integration plan for the district, and rewriting our chemistry and physics curricula to use the computers we worked with during the school year.
@garyackerman I think the reason for this is that when we introduce computers we use such abstract and artificial problems. Real world problems make learning so much easier. I had shunned pivot tables in Excel until I inherited a project managed via a very unwieldy spreadsheet. Four hours of searching and experimenting and I had tamed the spreadsheet.