The introduction of computers, systems analysis, and various new media into education has been heralded as a panecea for for all the problems now facing our schools. The potential of new educational technology is indeed great, but much needs to be done before it can be realized. Computers and computing languages need extensive development to be sensitive and reliable enough for educational use. Before a systems approach to new curricula can be implemented, educational goals must be established which balance the need to foster creativity with the need for rote learning of basic formula and facts. The cost and unreliability of autoinstructional aids has been underestimated, as has been the time necessary to develop and test new equipment. Retraining of present faculties and training of new teachers to use the material now available lags far behind. Therefore, any partial step toward the intelligent use of computers and other innovative devices should be based on an evaluation of the educational system and of the economics of computers, communications, and so on, as they are now. The views presented in this book are supported by two appendices. One recounts a visit to a showplace school in a typical small city, and the other is a collection of correspondence concerning the malfunctioning of a piece of equipment. (JY)