TECHNOLOGICAL FORECASTING (PROJECTING FUTURE TECHNOLOGICAL POSSIBILITIES AND PROBABILITIES IN RELATION TO CURRENT KNOWLEDGE AND RESEARCH AND IN RELATION TO POTENTIAL INTERACTIONS WITH SOCIETY, WITH THE ECONOMY, AND WITH THE NATURAL ENVIRONMENT) BY MEANS OF COMPUTER UTILIZATION HAS IMPLICATIONS FOR THE DEVELOPMENT OF NEW METHODOLOGY AND CURRICULUMS IN EDUCATION. DATA SHOULD INCLUDE CURRENT TECHNOLOGICAL CHANGES, CHANGES CURRENTLY UNDER RESEARCH, AND SECONDARY IMPLICATIONS OF BOTH TYPES OF CHANGES. SOURCES OF INFORMATION INCLUDE TRADE, TECHNICAL, OR PROFESSIONAL PUBLICATIONS, GOVERNMENT PUBLICATIONS, EDUCATIONAL REPORTS, RESEARCH ORGANIZATION PUBLICATIONS, NEWSPAPERS, AND COMMERCIAL MAGAZINES. PERTINENT DATA SHOULD BE CLASSIFIED, SYSTEMATIZED, AND EDITED. ANALYSIS OF THE DATA SHOULD INCLUDE TABULATIONS AND FREQUENCY DISTRIBUTIONS, TABLES AND GRAPHS, AND STATISTICAL CALCULATIONS. CONCLUSIONS SHOULD BE CONSTANTLY REEVALUATED BECAUSE THE DATA ARE EVER CHANGING. TWO-THIRDS OF THE PAPER IS DEVOTED TO THE DEVELOPMENT, OPERATION, AND USE OF ELECTRONIC COMPUTERS WITH EMPHASIS BEING PLACED ON THEIR GROWTH FROM 1951, WHEN THE FIRST COMMERCIAL INSTALLATION WAS MADE TO THE END OF 1967, WHEN AN ESTIMATED 44,000 COMPUTERS WERE IN SERVICE. COSTS OF COMPUTERS, SIZE OF THE EQUIPMENT, AND EXAMPLES OF COMPUTER DIVERSIFICATION ARE DEPICTED. USES FOR COMPUTERS IN EDUCATION INCLUDE PAYROLL TABULATIONS, SCHEDULING, TEACHING, AND COUNSELING. (DG)