A model for designing efficient teacher training in computer literacy and usage should begin with preplanning to consider the goals, objectives, and purposes of the training; the needs of the teacher/student; the content and sequence of information to be taught; and careful evaluation procedures for use in further planning. Planners must recognize that teachers may have psychological, mathematical, mechanical, and professional fears concerning the computer and their own abilities. A needs assessment can determine both what teachers want to know and what they need to know. Assessment questions for teachers should focus on introduction to the microcomputer, the effect of computers on society and education, and what knowledge and skills are needed to make effective use of microcomputers in the classroom. The training should include sessions covering: (1) an introduction to the computer and an overview of the state of the art; (2) planned instruction in computer literacy; (3) systematically-designed programs for individual instruction; (4) techniques for working with children in the classroom; and (5) knowledge of the administrative uses of the computer. This report includes a sample teacher questionnaire for assessing training needs and a 27-item bibliography. (LMM)