A discussion of the role of educational technology (ET), particularly in second language teaching and learning, examines some theoretical foundations of ET and suggests why and how those foundations should be broadened. It first reviews the assets and shortcomings of three theories to which ET has been closely linked: behaviorism; neo-behaviorism; and cognitivism. It then examines two theoretical streams, the philosophical and humanistic, that could provide ET with a more humanistic dimension. This is followed by an analysis of three factors (political, educational, economic) that may influence any shift in emphasis in ET. It concludes that what is needed is: (1) a wider theoretical base for ET and (2) inquiry into and questioning of the influence of those who have heretofore legitimated educational decisions made about the use of ET. Contains 47 references. (MSE)