Classroom Practice
Language learning takes place in many locations. Students bear some responsibilty for reading their textbook and for putting forth effort outside of the classroom. Time in class is short and precious, and is probably best spent providing what students can not usually get on their own - group interaction in the target language, communicative practice and comradery in language learning.
Yet there is a tendency for German students to want grammar clarification during classroom time. German rule-based grammar has the danger of taking up too much of the class time, leaving little room for more natural approaches to language learning.
One way to minimize the time that grammar focus devours is to pinpoint and synthesize specific aspects of grammar and discover the ways they are best represented. Synthesizing grammar means to endeavor to find the right words or the right pictures, or to display the right motions, that can best depict and explain the concepts to the maximum number of learning preferences in the shortest amount of time possible.

Financial/Logistical Considerations
The computer has given teachers new ways to accomplish that. When I use a computer in the classroom, I really just consider it a “glorified blackboard”. I know it makes me a better teacher because I don’t have to worry about my poor handwriting, or that I have my back to the classroom while scribbling. I know that I won’t forget any important pieces of the puzzle, and I know that it has been a useful crutch to help me maintain student attention. But most of the things that I do on a computer, can be printed out onto transparency sheets and then projected to the class on an OHP. Someone with artistic skills never needed a computer to do that. One of the things that does require the computer is animation. I don’t have the artistic skills to illustrate the grammar to the extent that I think is necessary to reach all learners. That presents the rationale to weigh the expense of the technology against the necessecity for its use.
Computer assisted presentation can add fun, efficiency and perhaps cognitive assistance, but it should not be assumed that there are no detriments to its use. That presents the rationale to study its effects in closer detail.