The issue of integrating technology into adult literacy programs would benefit greatly from the implementation of a curriculum deliberation process such as that suggested by Schwab (1973). Technology (computers in particular) presents the field with a range of questions from the philosophical to the educational to the practical. This provides both an opportune time and a compelling reason to establish a deliberative process. The inclusion of the "four commonplaces" suggested by Schwab--practitioners, learners, subject matter experts, and milieus--would ensure the development of coherent curricula. That is, it would ensure curricula that are meaningful and useful to a wide range of stakeholders. The key consideration in any deliberative process must be, however, the efficacy of computers in terms of educational outcomes. The benefits of a curriculum deliberation process in the field of adult literacy cannot be overstated. They include the rationalization of computers in literacy curriculum; representation by primary and peripheral stakeholders in curriculum development, implementation, and evaluation; development of coherent curriculum; sharing over time of "best practices" and "lessons learned" as computers are integrated into the curriculum; and collaboration in other areas of literacy such as advocacy. (Contains 23 references.) (YLB)