A national survey was conducted during the 1987-88 academic year to investigate the characteristics of selected high quality elementary schools known for their support of instructional technology. Of the 73 schools contacted, 70% responded to the survey. The findings showed that available computer time was most often divided among three major uses: computer applications (29%), computer assisted learning (55%), and computer programming (14%). Some of the total programming time was typically allotted to both Logo and BASIC, with about 64% more time spent on Logo. The three specific activities that occurred most frequently--drill and practice (24%), word processing (18%), and tutorials (12%)--accounted for more than one-half (54%) of the total computer access time. Although school leaders must allocate available computer time to agree with the general philosophy and goals of their particular school and the more explicit objectives of their specific instructional computing programs, they need to consider greater variety in computer activities, including a shift in emphasis to computer applications. However, such a shift would require increased training and computer hardware, and thus certainly greater expenditures. (2 references) (EW)