Most current debate on instructional technology is characterized either by grandiose speculation on the salvation of education through automation (without specification of "what" and "how" technological innovations will actually be introduced in specific classroom situations, and how the changes will be financed), or by jargon-filled hairsplitting over the relative merits of different types of "hardware." The objective of this article is to bring some order to the debate, by pinpointing what seem to be the most important ways in which technological innovations can have impact upon both the content and structure of education, with major emphasis on the latter. [This article appeared originally in the January 1969 issue of "Educational Technology."]