Significant improvements in instructional design and in the development of classroom support materials, as well as the blurring of lines separating computer software, computer-interactive videodisc, CD-ROM, and other new technologies, are cited as the rationale for combining three topics covered by separate guidelines published in 1991--educational software, computer-interactive videodisc, and CD-ROM--in this single set of revised guidelines. They are meant to provide a model to be used in the design and development of new interactive technology resources as well as for the evaluation of these resources for use in California schools. Evaluative criteria in each section are organized into three categories: essential criteria (minimum criteria that must be met for consideration); desirable criteria (goes beyond minimum requirements and also meets additional criteria, rated as recommended for use); and exemplary criteria (goes beyond essential and desirable and embodies additional attributes, rated as highly recommended for use). Evaluative criteria are grouped in check list format under the five headings of Curricular Match, Instructional Design, Content, Interest, and Technical Quality. Subheadings are used as appropriate for more specific groupings of criteria. A copy of "Standards for Evaluation of Instructional Materials with Respect to Social Content" (1986, California State Department of Education) and a statement of "Consumer Awareness Issues" conclude the handbook. (BBM)