Chaos offers educational communications and technology new systems' tools and ideas; i.e., it provides the system with a deterministic "I don't know" state within which new activity patterns can be generated. Previous characterizations and paradigms of systems stated that simple systems behaved in simple ways, complex behaviors implied complex causes, and different systems behaved differently. These ideas are now undergoing serious and exciting evaluation and re-examination because of chaos. This shift is producing new ways of studying problems, e.g., simple systems give rise to complex behavior and involved descriptions; complex systems may be studied by looking at simple behaviors and simpler systems; and much complexity holds universally, unrelated to the type of system or its components. Summarizing the exploding transformations based on systems and chaos, Linstone (1989) writes that now these are: (1) new ways to study complex systems; (2) techniques to study problems using multiple perspectives; and (3) approaches to employ "what if" rather than prediction as a basis for planning. Other researchers assert that systems are undergoing a radical change toward the multiple, the temporal, and the complex. Chaos is a toolbox of ideas (and statistical methods) that can aid communicators by providing them with new insights, multiple perspectives, and "what if. . .?" attitudes. (76 references) (BBM)