A review of the literature indicates that, in spite of differences in methodology, faculty surveys permit an explanation of academic psychologist's interest in instructional computing, the current extent of instructional computer use, and the differences between interest and use. All of the studies reviewed indicated a substantial interest in educational computing. For psychology faculty, the primary interest is in using computers for statistics and laboratory methods courses. As a group, psychology faculty have strong impressions about how computers should be used in courses, but due to variations in survey methodology, trends cannot be discerned. Use of instructional computing in college level psychology teaching is modest but increasing. Use in statistics courses and data analysis is most common, with some additional use for data collection, demonstrations, and simulations. The difference between use and interest or perceived need is substantial and it has been hypothesized that this is due to faculty problems, adequacy of hardware, support staff, and software. Many of the barriers to implementing computer-based education are disappearing, and the time is ripening for bringing computers into courses as instructional aids. This report includes a 21-item reference list, 4 tables, and a list of the journals searched to identify computer software. (LMM)