This digest reviews the promise and drawbacks of computerized learning programs and telecommunication technologies for small rural schools. A critical feature of programmed learning packages can be their stand-alone feature. To the extent that such programs do not require the presence or involvement of a trained on-site teacher, they make it relatively easy to enlarge curricular offerings in small rural schools. Discussion also considers two-way interactive instructional television programs which make it possible to join geographically separated students and teachers. This digest describes an ideal situation in which teachers trained as generalists, managers of instructional resources, use stand-alone computer and television programs to provide detailed subject matter expertise. Realization of this ideal hinges on the ability of the teachers and the quality and nature of their training. Thus, substantial changes would have to occur in how teachers in small rural schools are trained. It is concluded that, although the potential to solve small rural schools' curriculum problems is evident, questions about teacher training and development of instructional programs that substitute for on-site teacher expertise remain. Contains 10 references. (DHP)