It has been claimed that in the near future computers and their accompanying new technology will solve the outstanding problems of education. The authors believe that the problems of implementation, costs, and reliability may slow if not prevent the rapid assimilation of the new educational technology into the average school system. They also question the ability of teachers to deal with the sophisticated engineering aspects of computers. A language laboratory currently operating in the Watertown, Massachusetts Public Schools and the Stanford-Brentwood Computer Assisted Instruction Project are criticized as examples of the failure of modern technology to achieve its stated goals. Six authorities in the field of computer assisted instruction each wrote a critique of the authors' discussion, taking issue with a variety of points--the sources of quotations, definitions, and assumptions made concerning the attitudes of educators toward technology. The authors conclude the discussion with a brief rebuttal to these criticisms. (JY)