The science teacher is the key person who has the commitment and the responsibility for carrying out any brand of science education. All of the investments, predictions, and expressions of concern will have little effect on the accomplishment of the broad goals of science education if these are not reflected in the situations in which learning takes place. The immediate manager of the learning situations is now, and will be for a long time to come, the teacher. For this reason, the field of educational technology cannot hope to develop without active participation and support of the teacher. But, in like manner, the teacher can ill afford to ignore the potential professional strength that educational technology can bring to the instructional situation. Indeed, the major purpose of this article will be achieved if even a few technologists and science teachers act on the notion that technology offers some hope of erecting a truly professional role for the teacher, as contrasted to the teacher roles of mediator, disciplinarian, and academic bookkeeper. It is still true that most classroom science teachers probably view educational technology as being hardware or device oriented. Perhaps this is the result of undue emphasis being placed by industry on the sale of products easily seen and advertised. Or, perhaps, it is the consequence of a long tradition that only the accomplishment of the learner should be assessed, never the effectiveness of the instruction. Yet, it is in this latter respect that science teachers should profit mightily from the approaches of technology. For it is the process of technology, rather than the visible hardware, which offers a real promise of creating a true decision-making profession of science teaching. In this brief article, attention is given to educational technology as presently viewed by many science teachers and to its possible future impact. While the "hardware" and "software" aspects of technology are considered, it is the "process" of technology which is especially emphasized. [This article appeared originally in this magazine in January, 1970, as part of a special issue on science education.]