Factors contributing to the uniqueness of educational software are analyzed from contextual and textual perspectives. Contextual (or external) technological, economic, and social factors are examined briefly, and are identified as the dominant factors in the future evolution of educational software. Feedback and interactiveness, two significant textual or internal factors that constitute major differences between educational software and other learning materials, are discussed within a framework of a theoretical learning materials continuum. These factors are identified as contributing to the development of "instructuring" software, which enables learners to learn independently. Other types of structured software requiring a different type of teacher involvement than that required by traditional instructional materials are also discussed. Questions are raised as to whether and how contextual and textual factors (especially the potential development and use of feedback-based, interactive, instructuring software) may affect current and future educational practices and policies, and some possible effects on the curriculum and on teachers' changing roles are discussed. The role of the home market is stressed along with the need for educator-parent cooperation to ensure a more integrated approach to in-school and at-home use of educational computing. Six references are listed. (Author/LMM)