If computer assisted instruction is to become viable in the speech communication classroom, the curriculum must be changed to include a discussion of the types of educational materials and formats that are possible and available for classroom use. Furthermore, the teacher and student need to know the capabilities of commercially available "authoring" packages or languages. In addition, since there are few programs applicable to the teaching of speech communication at any level, there is a need for a unit on courseware evaluation and review. Closely associated to the problem of limited computer assisted instructional programs is the availability or access to the computer itself. Naturally, before any increase in the use of microcomputers can take place, the faculty and students must be viewed as viable users of the computer. To prepare for the advent of the microcomputer in the speech communication classroom, teachers and students must receive training in computer literacy. Institutional and state teacher certification requirements should be altered to include computer literacy in the related curriculum. National, regional, and state organizations should continue to develop programs and short courses dealing with computer applications. Finally, to generate high quality courseware, editors of professional journals should be encouraged to print critical reviews of relevant courseware. Teachers and reviewers should make use of established software evaluation sheets to insure a comprehensive review and evaluation, and communication educators need to get involved in the process of creating programs to at least insure accuracy and relevance of content. (HOD)