Increases in the availability of technology, the range of content software, and curriculum via the Internet have placed countless options in the hands of teachers. Similarly, increasing accountability has placed added pressure on teachers to meet stated objectives and ensure student performance. How can teachers optimize available technologies and related content to support classroom efforts? Effective decisions are based on a clear understanding of the challenge or challenges to be addressed, selection of software based on the identified challenge, dedicated classroom usage, and evaluation and implementation modification as required. The 4DIEM Model supports teachers as they engage in selection of technology-based content. This paper identifies five categories of software and Internet-based experiences, i.e., tutorial, drill and practice, simulation, productivity (tools), and informational (tools). The following components of the 4DIEM Model are then detailed: (1) describe the objective; (2) determine the type of software; (3) decide on several appropriate software titles; (3) test drive the software; (5) integrate the software into lesson plans; (6) evaluate its effectiveness regularly; and (7) modify use as needed. Top K-12 reading/language arts and mathematics software providers, as well as top K-12 Internet sites, are listed. (MES)