This paper reviews how history teachers use the myriad of tools catalogued under the rubric of technology. This review is limited to secondary settings, and considers the promise of technology, current practice regarding the use of technology in the classroom, and the possibilities in store for creative teachers through technology like hypermedia. The paper discusses the importance of technological and especially computer literacy, and points out that the gulf between what is available and what is being practiced is colossal. If the computer is to be used effectively as a creative tool in the teaching of history, then more than lip service must be paid to the real need of teachers and students. To implement successfully the use of computers in history instruction, the following steps are suggested: (1) development of detailed guidelines for orchestrating research projects; (2) intensive teacher training; (3) design and development of easy to use software that facilitates the task at hand rather than hinders it; (4) planning time for teachers, both collaboratively and individually; and (5) reward systems for innovators and pioneers. More importantly, there needs to be a rethinking of how construction of knowledge is to be taught. The perceptions of time and space that students have, have been fundamentally altered by television. Their links with the past have been broken more than before television. They are too focused on the product and have no concept of the process. The impact of computer instruction on children is a subject for intense teacher training and educational research. An important task for historians is to document the history of technology. Without historical perspective of where technology fits into the historical process, historians cannot understand its impact, or manage technology in the future. Contains 39 references. (DK)