Planning for instructional use of microcomputers should start with the curriculum, not with computers. Planning is a necessity and it should be a fluid process. A planning model offered by the Minnesota Educational Computing Consortium starts with an analysis of current curriculum to identify the content, skills, and attitudes that are considered important; then determines what kinds of instructional activities are possible using computers; and finally matches the curriculum desires with the computer capabilities. Another approach to planning involves answering the following questions: (1) Which curriculum goals and objectives are to be enhanced by microcomputers? (2) What outcomes are expected and how will their achievement be measured? (3) What software and/or process will be used? (4) What considerations have been made for purchasing hardware? (5) What staff inservice has been planned? (6) Were the intended outcomes achieved? (7) What additional applications should be considered? and (8) What modifications to curriculum goals should be considered? Basic considerations include involving a staff committee in development of the plan; reflecting school goals, needs, and limitations; joining with others to develop a district level plan; remembering that the plan is more temporary than permanent; and making the budget realistic. (DC)