Adult literacy (AL) programs in Pennsylvania, New York, Delaware, North Carolina, Illinois, and California were surveyed in Spring 1994 to identify the extent and scope of computer technology use in AL programs. Of the 515 responding programs, 82% used computers for administrative activities, 66% for instructional activities, 31% for student assessment, and 26% for networking activities. Only 44% of literacy volunteer organizations used computer technology for instruction as opposed to 88% of programs administered by community colleges and 76% of those administered by public schools. Most AL programs, regardless of program type or budget size, planned to expand their use of computers. Among the obstacles mentioned as inhibiting more extensive computer use in AL programs were lack of financial support, lack of adequate staff/instructor training, and inadequate time for staff to learn to use computers. The reported benefits of computer technology in AL included positive effects on student learning, availability of immediate and nonthreatening feedback, and improved quality of instruction. The extent of student access remained an issue, and amounts/types of computer technology used varied among AL programs. Acceptance of new technologies such as multimedia appeared to be increasing. (MN)