Effective use of computers in instruction is contingent upon a district-level philosophy and plan. That plan may be based on either a computer literacy course model, a scope and sequence model, or an integrated model. Each of these models involves some combination of five categories of computer-related instruction: (1) teaching about computers as the subject of the instruction; (2) teaching computer science (programing language); (3) teaching productivity software (word processing, databases, and spreadsheets); (4) teaching about social issues related to computers; and (5) teaching with a computer to accomplish other instructional objectives. The first two sections of this guide describe each of the three computer use models and the five computer-related instruction categories in detail. Primary uses of computers in instruction (including the teaching of thinking skills, the teaching of data analysis, and the teaching of the writing/revising process) are outlined and described in the third section. Guidelines for software selection are included. The fourth section presents suggestions for planning inservice programs to train teachers to use computers in the classroom. A structure for a teacher curriculum in instructional computing, containing topical outlines for each of the five categories of computer-related instruction, concludes the document. (GL)