This article provides the rationales for three recommendations for the future of Instructional Technology: (1) instructional technology as a field seems to have reached a tipping point, where the basic approach to instructional design has stabilized to where further research at this level has waned, suggesting that it is time for instructional design to be taught at the undergraduate level; (2) there continues to be a tendency for this field to pursue the latest advances in technology to the neglect of a firm scientific foundation for the prescriptions of the field, suggesting the need for a continued balance between the science of instruction and the technology of instructional design; (3) masters students in instructional technology are most likely to be managers of designers-by-assignment rather than the designers of instruction, suggesting that the role of masters programs should be acquiring skills for the management of designers-by-assignment and skills in designing instructional design templates for use by designers-by-assignment.