Guidelines for teaching early childhood teachers and other adults about computers and their use are offered. Discussion focuses on how attitudes of the adult learner can impede learning, how the trainer can encourage teachers and other school personnel to learn about computers, and the trainers'"invisible agenda" of educational goals that supplements the program of formal instruction. Trainers are advised to vary the pace and rhythm of instruction; avoid jargon while introducing basic concepts; encourage the development of useful computer habits by learners; recognize that, for adults beginning to learn about computers, memorization of routines is not as effective a strategy as understanding the program; provide explicit models for understanding concepts; and suggest strategies for continued learning. (RH)