Starting from research-based conclusions regarding the use of Educational Television (ETV) in colleges, and the premise that ETV is a new medium of instruction rather than just another method, this book tries to answer three questions: 1. Can a distinction be made between the consequences of students being taught by ETV and the consequences achieved by other teaching technologies? 2. Is there a systematic way in which the attitudes of college professors relate to the possibility that they may have to use ETV in their teaching; and 3. Is there a special student reaction to being taught by ETV compared with their reaction to the instructional technologies replaced by television instruction? Findings are that ETV is neither better nor worse intrinsically than the medium of instruction it replaces in achieving results among students, and therefore does not require an educational policy decision. Professors are responsive to ETV and will use it on an individual basis. ETV will tend to cause a redundancy in professors' teaching functions, but this will be compensated by a proportionate growth in their research functions. An extensive bibliography is appended. (GO)