Effective individualized learning continues to be the primary educational goal of small-rural schools. Three thrusts towards individualized learning--non-graded instruction, an emphasis on basic skills, and socially relevant education--can be enhanced by instructional computing, the use of microcomputers to facilitate learning. However, most approaches to instructional computing have not yet proved effective and instructional computing has not achieved widespread use and acceptance. The unique attributes of microcomputers (such as interaction, color graphics, voice input, and touch sensitive screens) should be adapted to the process of teaching and learning. The quality of instructional software should be improved with standards that reduce the focus on computer games and increase the focus on providing the learner with new content in an emotionally healthy and appropriate environment. Instructional software should include monitoring trails, be accurate, be carefully field-tested, incorporate heightened sense appeal, and provide learner control. Some of the ambiguities of instructional computing (such as the educational value of video games; the values implicit in drill, practice, and review; the use of computers in homework assignment and review) should be resolved. Finally, educators should join with computer scientists to develop standards, models, and procedures for instructional computing. (SB)