The purpose of this paper is to describe four aspects of computer technology in education in the United States: (1) the number of computers available to students and teachers, the number of schools using software for word processing, drill and practice, educational games, and tutorials, and the number of journals and professional associations devoted to computers in education; (2) where computers are located and how they are used, and the social and vocational rationales behind computer use; (3) the impact of computers in education; and (4) hypotheses about computer non-use, limited use, and inappropriate use, as well as conditions that hinder the implementation of instructional innovations such as computers. It is concluded that most students in most elementary and secondary schools have access to computers, albeit limited access, and there exists a genuine desire to integrate computers into the classroom; however, computers are most frequently used for word processing and least used for integrated subject-matter instruction, and the course most frequently taught using computers is computer literacy. It is noted that conditions for implementation are not always present in schools, and that there is no national plan or strategy for diffusing or gaining acceptance for this innovation for instructional purposes. (9 references) (DB)