Predicting that the teaching-learning process in American higher education is about to change drastically because of continuing innovations in computer-assisted technology, this paper argues that this change will be driven by inexpensive but powerful computer technology, and that it will manifest itself by reducing the traditional timing of passage through the levels of the cognitive domain. Changes already taking place are reviewed, beginning with the use of the calculator rather than the slide rule. The impact of computer-assisted technology on the learning/teaching process is then discussed in terms of the cognitive levels specified by Bloom, including knowledge and comprehension, application, analysis, synthesis, and evaluation. Examples are given for each level. Other topics discussed include problems at the application level; costs; factors involved in the selection of the most appropriate computer systems; copyright protection; data protection; the impact of large, well cross-referenced databases and expert systems on scholarship; local area and other types of networking; and such administrative issues as change of traditional semester times, new disciplines, and changes in testing to reflect the new emphasis on synthesis, analysis, and evaluation that will be made possible by the use of computers in instruction. (RP)