The purpose of this two section, five-part monograph is to help teachers plan and organize instruction so that objectives of language learning may be met as part of technology activities. Its intended audiences are elementary teachers, elementary language arts consultants, technology teachers who work in a team with elementary teachers, and technology consultants who advise elementary teachers. The first section elaborates on the conceptual-theoretical positions of the monograph. Part 1 discusses the monograph's three conceptual bases: (1) selected theories of language acquisition; (2) the rationale for technology in the elementary school; and (3) an empirical study of child language in an elementary school technology context. The purpose of Part 2 is to sensitize the teacher to the language development potential of elementary school technology (EST) activities. Parts 3-5 (under II) blend theoretical principles with practical applications in the EST context. Part 3 summarizes the steps necessary in implementing an EST project that fosters language development. Part 4, addressed to teachers who need assistance in initiating the EST component, provides guidance in selecting a learning activity, planning its components, and implementing it with children. Part 5 addresses the need for interactive planning to capitalize upon opportunities for language development in the context of EST activities. The monograph is illustrated with 20 tables and figures; it concludes with a bibliography. (YLB)