The field of educational technology was built on the positivist, modernist search for a best medium towards universal communication and the teaching of predetermined behavior and thinking patterns. Once, this medium was thought to be motion pictures, then television, then programmed instruction, and today it is hoped that it will be instructional systems development, intelligent tutoring systems, and microcomputers. The past emphasis of educational technology on automated delivery systems favors the biases of the industrial, scientific, modern era. However, postmodernism is a philosophic approach that questions all dimensions, including the positivist, scientific paradigm of linear progress. In the postmodern context there is no one best way to communicate and to educate. To realize this is to begin to think as a postmodernist. Postmodern thinking has entered the mainstream of educational technology theory and practice. It can no longer be perceived as neutral or as leading inevitably to progress. The hidden power within educational technology can influence education, training, curriculum, and people. Yet it can make a difference through rigorous philosophic thinking, rethinking, deconstructing and criticizing. In short, educational technology is becoming postmodern. (15 references) (Author/BBM)