Before computers will be able to fulfill their potential in education, two major challenges must be overcome--the lack of well-trained teachers and a lack of general knowledge about software and its capabilities. Teachers must acquire some computer literacy skills, including programming, word processing, materials generation and record keeping. In addition, they must be informed of microcomputer applications that are more specific to their discipline and how to integrate these applications into actual lessons. Ability to evaluate software programs is also important; and teachers should look for features that characterize good software, e.g., creativity, instructional objectives, content relevancy and appropriate grade level, screen formatting, adequate instructions, "user friendliness," feedback capabilities, motivational devices, technical quality, good documentation, and teacher utility. Software reviewing sources teachers can use include "The Educational Software Selector,""The Yellow Book of Computer Products for Education," and "The Survey of Early Childhood Software." Teachers training programs should produce educators with enough skills to use the microcomputer as a tool for instructional management, teaching, and classroom management. If educators are to prepare their charges for a place in society, then computers must be given a new place in the schools. Seven steps in evaluating software are listed as well as four references. (JB)