American schools and universities are using an educational process that was originally developed before the introduction of movable type. Despite recurrent predictions that education was about to be revolutionized by the many developments in communications technology that have occurred since Gutenberg's day, groups of students still cluster around a single instructor who poses questions and assesses student responses. Such an educational model requires the existence of those rare teachers who maintain up-to-date expertise in their subject areas and are able to structure and deliver course content in ways that not only pass on information but encourage independent and creative thinking by students as well. Current course development processes inhibit the development of approaches as comprehensive as those that appropriate use of the new technology would require. Barriers to developing new technology-based courses include the substantial costs involved, the displacement of faculty members, the reduction of direct student-teacher contact, distrust of the adherents of different new technologies, and faculty training and prejudices that encourage maintenance of the status quo. This document concludes by recommending policies and practices for encouraging the development and use of instructional technology, particularly at the university level. (Author/PGD)