In April 1993, the Alaska Department of Education conducted an instructional technology survey of all schools and school districts. The purposes of the survey were to collect baseline data on the numbers and types of technologies for instruction currently employed in Alaska schools, to collect information on utilization of the technologies, to determine the level of priority for instructional technology in Alaska's schools, and to determine what needs must be met in schools in order to effectively employ technologies in instruction. Information from the survey will be used by the Department in developing plans for instructional technology. Responses were received from 47 of the 56 district superintendents and by 264 principals, which represented a response rate of 84% for superintendents and 53% for principals. The major findings of the survey from responding schools are as follows: (1) nearly half of the superintendents and principals rated instructional technology as a high priority for their schools; (2) almost half of the teachers use some form of instructional technology daily; (3) principals estimate that 37% of students use some form of instructional technology daily; (4) wide disparities exist across the state in the kinds of technologies available in schools; (5) many computers in Alaska schools are older models limited in their to application potential to new and emerging instructional uses; (6) training teachers to use technology is the most prevalent need beyond additional funding for technology. Recommendations include that school districts that place a priority on the role of technology should develop a comprehensive plan for its acquisition and implementation, teachers must be trained to use the technology as effectively as employees in the private sector, educational equity will not be realized in the information age until all schools are capitalized with the hardware necessary to take advantage of new technologies integrating voice, video, and data, and the state should explore its role in building a wide area network infrastructure to ensure that all students have access to online data networks, video resources, and distance education resources. (DGM)