This paper describes the 6-year effort (1979-1985) of the University of South Dakota School of Education to integrate microcomputer applications into the teacher education curriculum. For the purpose of describing changes in procedures and key factors over time, the activities during those years are grouped into three phases--awareness, development, and implementation--and presented in chart format with the key persons involved in each section identified. Two methods of faculty evaluation are described: a self-report study in which faculty were asked to report on their computer training, utilization, and attitudes; and the Stages of Concern Questionnaire (Hall, George and Rutherford), which was used to measure the involvement and acceptance of faculty toward the use of computers in their own classroom instruction at each of the six stages. Developed for the instructors as a guide for the coordination of instructional components across courses, a scope and sequence chart provides suggestions for teaching a specific computer content area at the freshman, sophomore, junior, senior, inservice, or prerequisite level. Concluding suggestions for critical factors to consider in implementing microcomputer innovations are divided into 14 "do" and 5 "don't" items. (JB)