Computers have become one of the expected trappings of today's classroom, and schools have exhibited an insatiable appetite for hardware; but systemic curricular integration of computers is still more of a promise than a reality. Resources have been allocated and spent, but many students and educators remain technologically illiterate. Section 1 of this report discusses the need to restructure learning environments to support the active use of technology by teachers. Section 2 examines attitudes and roles that evolve among successful technology-using teachers, as well as the education and staff development they require. In section 3, the need to develop technology-based activities that engage the student in the production, rather than the reproduction, of knowledge is discussed. Section 4 gives examples of specific student activities. Any expenditure for technology must be leveraged with a greater investment in teacher training, both inservice and preservice. Throughout the document, sidebars entitled "Dynamite Ideas" offer examples of teachers, schools, and districts in the Southeast that have used technological ideas successfully. Appendixes include the policy statement of the Council of Chief State School Officers on learning technologies and the Florida Model School Consortia Act of 1985. An order form for requesting copies of SERVE publications is included. (Contains 71 references.) (SLD)