The increased use of educational technology represents an attitudinal, as well as a technological, change in instruction. Educational technology affects instruction in that it allows the student to accept more of the responsibility and effort connected with learning; provides for new criteria for grading by competencies in specific areas; widens educational access for those who cannot attend a college campus; provides opportunities for expanding automatic reinforcement and promoting mastery learning; and frees the instructor from the presentation of rote material and thus permits more time for interpretation, analysis, and creative discussion. Experts are predicting even more dramatic uses of computers in the future, foreseeing greater interactivity, portability, multi-media capabilities, power, diversity, and availability. These advances not only represent technological improvements, but have broad philosophical implications, such as changes in the definition of intelligence, social views of education, and public and student attitudes toward educational productivity. In order to bring community colleges to the fullest use of computers, community college leaders must: (1) recognize that many faculty members are antagonized by the technological jargon and confused by the gadgetry, and, therefore, must be provided with an environment in which to overcome this hesitancy; (2) take an active role in seeing that the courseware that reaches the classroom is practical and worthwhile; and (3) initiate efforts to meet the high costs of acquiring and maintaining state-of-the-art computer systems. (LAL)