ABSTRACT
The purpose of this paper is to present the view that planning to use computers for instruction is secondary to planning or designing a course of instruction in a broader sense. Important heuristics that can help the design process were generated many years ago. They provide a functional, use context model for instruction. They are consistent with advice for teaching derived from recent research and instructional theorizing. The primary idea is that the instructional environment must represent to the learner the context of the environment in which what is learned will be or could be used. Knowledge learned will then be appropriate for use and students learn to think and act in appropriate ways. Transfer should be direct and strong.
