This paper discusses the different levels of decision-making regarding media selection and technology use in distance education, and suggests a set of criteria and procedures that are practical yet rigorous. Interactivity is one of the main criteria proposed, and the value and meaning of interaction and interactivity in a distance education context are discussed. It is noted that there are many forms of interaction including feedback on performance, the relationship between teacher and student, the relationship between students, and the interaction between the student and the instructional materials. Interaction with instructional materials also takes many forms based on the medium selected for instruction and the way in which the medium is used. For example, the reader's response to text-based instruction is different from the response to information presented on computers or educational programs on television. It is argued that two-way communication technologies such as audiographics and audio, video, and computer networking are becoming popular in conventional teaching institutions because they require little change in teaching behavior from traditional face-to-face teaching. It is concluded that a combination of technologies will provide a balance between conventional teacher-dependent education and the isolated distance education student. (7 references) (DB)