A conceptual frame can help teachers to expect and prepare for change in educational media. One change is the extent to which they and their students are affected by a media-saturated environment. To adapt media to educational tasks, teachers need to understand the theories underlying their production and their capabilities and characteristics. Teachers should decide upon their objectives before applying media to education, should develop instructional strategies to bring about wished-for outcomes, and should give attention to evaluating outcomes. Media that are used in schools include still projection media, audio materials, motion pictures, television, graphics, displays, and exhibits. These media instruments should be treated as elements in a validated multi-media learning system. One example of an attempt to attain a validated system is the programed instruction movement: the hardware of teaching machines and computers are used, but time and money are still spent on the software. Teachers need to be supported in their use of media by media specialists, media centers, and by audiovisual equipment services. A teacher who has skill in producing audiovisual materials has acquired a valuable asset. Appendices give lists of guides, periodicals, and media materials on media. (MF)