Educational change does not occur overnight, but the introduction of information technology will initiate a chain reaction of changes in the curriculum, instruction, and organization of education. Research on the process of change both identifies factors involved in the introduction of innovations and suggests guidelines for educators. Two phases in the pursuit of change can be defined: (1) developing readiness in the educational system by teaching about the technology and redefining the educational problems amenable to technological handling; and (2) experimenting and exploring the solutions offered by technology to central problems in education, followed by diffusion and implementation. Teachers and curriculum decision makers and developers must be prepared to cope with the transition from a rigid format to a flexible one. Changes in instruction would enable increased productivity of learning, mainly through individualizing, i.e., adapting the instructional process to learner variables through automated diagnosis, advanced computer managed instruction, or the development of individualized instruction systems. Organizational changes resulting from the availability of information technology may include the home as an alternative site for learning, special interest study groups, and educational networks. Such changes should be approached with careful planning in order to minimize the social cost of hasty changes based on unrealistic expectations and beliefs. (EW)