An evaluation is made of the technological, analytical, social, and political forces which operate on the public schools and influence their disposition toward the utilization of technology. Three chapters are devoted to delineating the manner and extent to which technology, accountability, and behaviorist learning theory interact. The potential significance of their combined impact is elaborated upon and illustrated by an idealized case in point in chapter IV. Chapter V deals with the expected opposition of unionized teachers and examines ways to build public preference for more effective, efficient educational technology through the dissemination of more accurate information. Chapter VI explores the social and political implications of introducing technology into education under the previously defined conditions and a summary offers some conclusions about technology, human freedom and decision-making. Two appendixes discuss: 1) vouchers, free schools and community control and 2) testing students and determining accountability. (Author/PB)