The development of adequate educational programs to provide relevant instruction to train students who will be able to compete for the computer-related jobs of the future requires an understanding not only of the curriculum development process, but also of the capabilities of the computer as an instructional device, the different instructional strategies that may be employed, and considerations in selecting computer hardware and software. To assist in the development of a curriculum plan for incorporating microcomputers into classroom instruction at Fayetteville Technical Institute, a model for curriculum development was adapted to the specific features of the college and a literature review was conducted to develop a checklist of necessary actions and decisions. The curriculum development framework and the resulting checklist focused on the following interactive elements: (1) a possible educational activity is identified; (2) a decision is made to proceed; (3) objectives are identified and refined; (4) a suitable format is designed, considering issues related to hardware, software, personnel needs, instructional methods, scheduling, individualization of instruction, student/instructor roles, and evaluation criteria; (5) the format is fitted into larger institutional patterns; (6) the plan is put into effect; and (7) the results are measured and appraised. (RO)