Systems analysis and educational technology are powerful concepts, but to date their application to educational systems has been limited. The overall function of the systems analyst has yet to be defined and no operational or theoretical base has been created to support a technology of education or to justify its integration into school organizational theory. Educational technology has been largely restricted to hardware and materials, and system analysis techniques, while plentiful, have been applied chiefly in the area of educational planning. If the educational organization is considered as a system, then instruction must be regarded as the major subsystem. This being the case, the concepts of systems analysis and educational technology must be applied in systematic fashion to the design, implementation, and evaluation of instructional systems. (PB)