By 1992, according to a study by the Council of Chief State School Officers, more than 3.5 million computers were in U.S. elementary and secondary schools--a ratio of one computer for every 13 students. In addition, 99 percent of all schools across the country reported that they provide their students with some access to computers. Sometimes computer use enhances learning for all students and sometimes it simply confers a new technological sheen on the low-level programs. This digest provides an overview of computer use in schools and presents a few general guidelines for educators to use when implementing an educational technology program. The primary consideration should be the purpose of using the technology, and programs should be designed to ensure access to all students and to function as an integral part of a well-planned pedagogy. Some of the characteristics of successful educational technology are illustrated through description of two successful programs. The De Orilla a Orilla (From Shore to Shore) (ORILLAS) network uses word processing, electronic mail, and electronic publishing to strengthen the English and native language proficiencies and achievement of students in the United States, Argentina, Canada, and Mexico. Project Headlight exemplifies a single-school program that has infused a Boston elementary school with technology. Programs for urban schools need not be as extensive as Project Headlight to be effective. However, if schools do not invest in technology or invest only in low-level remedial programs, they will leave their students ill-prepared for the future. (Contains 12 references.) (SLD)