Theorists, researchers, and practitioners should be problem solvers, and need to integrate research findings within practical models. Given a defined instructional problem, the recommendation of an appropriate solution should be based on the realization that only prescriptive design theory emphasizes methods and presentation specifications, and that descriptive theories cannot be directly translated into instructional practice. Models derived from research and theory can be developed which consider reliability, validity, and generalizability of research findings. However, problems have occurred because many theories have been developed outside the practical world of instructional development/design; researchers have focused on studies of instructional effects rather than instructional effectiveness; theoretical contributions have been reduced by misplaced emphasis on gross media comparisons; practical research studies are scarce because of the difficulties inherent in conducting classical experimental designs within the framework of day-to-day instruction; and key limitations of various theoretical models are rarely reported. Strategies that can be employed to increase the interplay of knowledge, expertise, and technology, and that make it possible to rely on the technology of instructional design and development for providing solutions include promoting open communication, examining graduate instructional technology programs to insure that they are effective, and integrating the roles of scientists and technologists. (LMM)