Current educational practice has little status as a technological application based on an underlying science. A fundamental overhaul of approach should rectify this. Procedures should be systematically developed to effect change. Research findings should be readily available to educators, and teacher education should be restructured. Equipment, materials, even the educational environment must undergo change and, just as important, guidelines specifying how materials and equipment are to be used must be provided. The concept of programed instruction and automation is different from, and is more important than, its present application. Emphasis must shift from instructional media to the educational problems involved: the student's entering behavior is what should determine the instructional procedures that are to be used. Individualization of instruction will contribute significantly to the reshaping of educational environment. Programed materials should be considered as devices around which system redesign can take place, not merely plugged into an existing school operation. In order to turn research and development efforts into effective educational practice an ordered sequence of evaluation, correction, re-evaluation, and further improvement must be maintained. The approach to instructional design has to become more technological. (GO)