In view of the rapid change in computer-related technologies and their societal applications, one would expect diverse opinions among educators about the need for computer literacy in schools and the best methods of attaining it. In addition, the definition of computer literacy has continually changed along with changing technological applications in various sectors of society. Indicators of the integration of computer-related tools, methods, and concepts into the curricula of vocational education programs are found in state and local education agencies' policies, curriculum guidelines, topics at vocational education conferences, teacher training, textbooks, and software developments. Because of the current information revolution and the lack of appropriate mechanisms for vocational education to anticipate change, the rapid technology change makes predictions concerning skills requirements uncertain. Views regarding the impact of automation on employment include the less-skill perspective, the more-skill perspective, and the view that society is in a period of transformation or paradigm shift. Vocational education needs to find methods not only to respond to the changing workplace but to anticipate changes in it. (Appendixes include a study of computer literacy requirements in three sample occupations and a study of vocational instructors in computer specialist occupations.) (YLB)