A definition of computer literacy is developed that is broad enough to apply to educators in general, but which leaves room for specificity for particular situations and content areas. The following general domains that comprise computer literacy for all educators are addressed: (1) general computer operations; (2) software, including computer managed instruction, computer assisted instruction, and programing languages; (3) software issues; and (4) hardware. Bearing these in mind, three models for developing teacher computer literacy programs are discussed. The two-stage model suggests that the path to computer literacy should begin with utilization of computer management skills and then proceed to learning applications that teach content. A second model offers four stages through which new users of innovation pass and suggests that 2 to 3 years are necessary for new users to pass through these stages. A seven-stage model of introduction to innovation expands the number of concern levels in gaining computer literacy. The four domains of computer literacy are explored for specificity by applying them to music education as an example of an educational computing knowledge base. It is noted that, unless higher education integrates computers across the curricula, tomorrow's teachers will not be adequately prepared to teach students in a technologically intensive work environment. (Contains 35 references.) (SLD)