Technological advances and market forces have spawned a microcomputer invasion of the schools, sparking renewed interest and enthusiasm in computers as educational tools. This advent of classroom computers is highly controversial and the question of benefits remains unanswered because of the wide variety of expectations about their educational uses. Poor planning and preparation coupled with scarce equipment causes haphazard, uncoordinated, inequitable implementation. Successful implementation of computer education must be planned thoroughly and flexibly; it must be completely grounded in the theoretical and practical dimensions of change, innovation, and implementation in the educational setting; and it must develop useful, practical evaluative criteria. Any plan of implementation must consider the substantive nature of computer education, the sociocultural aspects of the change, and the implementation process itself. This review of the salient literature on change, implementation, and equity in computer education concludes by suggesting a design procedure to plan for the implementation of computer education in a hypothetical school district. The design is presented as an outline of the questions to be answered, barriers to be overcome, and evaluation of the effectiveness of an educational computing program. A 64-item reference list is provided. (DJR)