The final process of scholarly communication is curriculum development and instruction, and this involves the use of computer information technologies in two areas. The first is the development of computer-oriented instructional tools, which includes simulations, multimedia applications, and computer tools that are used to assist in the analysis of sources in the classroom, etc. The Perseus Project, a database that provides a multimedia curriculum on classical Greek civilization, is a good example of the way in which entire curricula are being recast using information technologies. It is anticipated that the current difficulty in exchanging electronically computer-based instructional software, which in turn makes it difficult for one scholar to build upon the work of others, will be resolved before too long. Stand-alone curricular applications that involve electronic text will be sharable through networks, reinforcing their significance as intellectual products as well as instructional tools. The second aspect of electronic learning involves the use of research and education networks for distance education programs. Such programs interactively link teachers with students in geographically scattered locations and rely on the availability of electronic instructional resources. Distance education programs are gaining wide appeal among state departments of education because of their demonstrated capacity to bring advanced specialized course work and an array of experts to many classrooms. A recent report found that at least 32 states operated at least one statewide network for education in 1991, with networks under development in many of the remaining states.