The purpose of this study is to determine ways to facilitate teachers' uses of instructional technology. First, we provide a review of criteria for selecting useful computer resources for instructional purposes. Secondly, we describe results from a survey that addresses teachers' beliefs about technology, their technological resources, and support for the use of instructional technology in theft classes. Results indicated a wide range of uses and needs. Overwhelmingly, teachers and preservice teachers report using computers for their own personal use, are at least moderately proficient with computers, have varying levels of access to computers at schools and individual classrooms, and are interested in learning more about technology for educational purposes. However, the majority is unaware of any educational software that could he helpful in their teaching, and does not use technology in many teaching-related tasks, including for student portfolios, as tutorials, for demonstrations and simulations, and for remediation. Respondents involved in special education are more likely to report that theft schools have outdated machines, are less likely to agree that software in their content area is good, and are more likely to agree that chatrooms can encourage isolated students to find like-minded peers. Furthermore, respondents in general report an interesting range of beliefs about computers and computer use for their students.