Designed for community college faculty who plan to employ computers in their classrooms, this paper defines computer literacy as not only knowing how to use computers but also knowing when it is appropriate to do so. The paper provides examples of inappropriate uses of computer technology in education, presents a brief history of the microcomputer, offers an overview of programming and software languages, and explores the implications of computer technology for community colleges' diverse student body. Next, the following suggestions concerning computer use in the classroom are discussed: (1) know what the computer requirements of four-year colleges and/or industry are for graduates; (2) encourage the use of word processing software in writing assignments; (3) be realistic about student access to computer equipment; (4) assess a program's ability to enhance teaching quality or students' understanding sufficiently to justify its use; and (5) centralize campus purchasing and equipment usage decisions. The paper concludes by suggesting that community colleges should develop computer information-sharing networks with four-year faculty, encourage career and vocational faculty to stay abreast of changes in computer technology, adapt continuing education computer classes to meet students' varied needs, carefully design and manage college computer labs, and create college-wide computer committees to oversee the use of computer technology. Appendixes include a list of software evaluation sources, a guide to word processors, a software acquisition checklist, a discussion of computer needs by program, and additional classroom tips. (JMC)