This paper offers an historical perspective as to why teachers may be reluctant to accept new technologies, and what might persuade them to use computers in their classrooms. The analysis also suggests some methods for minimizing the inhibiting factors and maximizing the acceptance of computers in elementary and secondary school settings. Explanations for the failure to use technologies are traced to: (1) little concrete evidence of the effectiveness of the use of these media; (2) teacher resistance to change; (3) lack of training in the use of equipment; (4) lack of adequate hardware, software, and courseware; (5) the need to change teaching style to use the technology; and (6) the fact that extra time and preparation are required to use these technologies. Suggestions for overcoming these inhibiting factors include providing a specialist to consult with teachers on computer applications in the classroom, conducting training sessions for teachers on computers, and rewarding those teachers who are innovative in adapting computers to their instructional programs. Four examples of successful computer programs in elementary and secondary school environments are cited. Twenty-two references are listed. (MER)