In order to apply technological advancements to education, educators must devise on-going training programs for teachers and administrators and create a national policy that gives direction and sets priorities for the use of computer technology in the schools. In-service training for teachers should be based on four premises. First, each part of the curriculum should be used to emphasize particular skills. For example, social studies could instruct in the history of technology and the value and ethical implications of the information revolution, and language arts could include word processing and programming syntax. Second, training emphasis must be on understanding curriculum needs, population expectations, and intended learning outcomes rather than on programming skills. Third, teachers need to be actively involved in the selection of hardware and software components for the classroom. Fourth, content application must be infused within instructional objectives for particular disciplines. Also, in the consideration of long-term educational policy on the effective use of computer technology in the schools, educators must consider finances, community support, and the ethics and values related to the transfer and handling of massive amounts of information. (KC)