This paper is one in a series of studies which highlight and synthesize recent research and practice in educational management. The paper presented here discusses recent research findings and current practice on the adoption, implementation, and integration of microcomputers into the instructional program at the elementary and secondary levels. The first part draws upon a recent two-year study that examined the empirical information derived since 1980 on the adoption, implementation, and integration of microcomputers within the elementary and secondary instructional program in the United States. The research findings are organized around six contextual divisions identified in the study: setting, resources, governance, implementation, process evaluation, and integration. The subsequent section discusses general implications for action, focusing on two primary areas of responsibility: (1) incorporating computer literacy as an integral part of the curriculum at all instructional levels and (2) exploiting the potential of this technology for improving instructional methodology. The correlates of educational policymaking relative to microcomputer adoption focus on three types of reinvention: operational, technical, and managerial. The final section is a case study of Sacramento City Unified School District's strategic plan entitled "Opportunity 21: A Guide to the Twenty-First Century." This strategy incorporates planning and feedback processes that are critical to the full integration of educational technology into the schools. The 12 most important ideas to emerge from the research are summarized, and a bibliography is included. (TE)