Although there has been much criticism of research and development activities in the field of education, the criticism has not been aimed at the real problem. The large amount of uncoordinated research activities and the lack of pre-planned linkages between research and practice has led to the existence of an expensive cottage industry in educational technology which tends to re-tool every academic year. Computers hold much promise in solving educational problems, but there are several questions which must be answered if computers are to become internalized into the educational process. Computers may be either a tool or a medium; they may be internalized gradually or all at once; they may be centralized into regional computer systems or diffused around the nation in the form of mini-computers. What is needed now is not another demonstration of the value of computer-based instruction, but a critical mass that is capable of providing a complete system and total curriculum. Educational research is basically sound; however, it must attack larger, more complex problems in a systematic way if we are to alter and improve the educational process. The necessary catalyst to unlock the potential of computer-based instruction could come from business, from education, or from the Federal Government. (JY)