This paper first reviews the field of educational technology and teaching from two perspectives, that of the technologist and that of the teacher. It is noted that the activities of educational technologists are now defined largely in terms of instructional design and development and are increasingly distanced from the work of ordinary teachers in the public schools; and that the teacher's world is substantially limited by powerful social and administrative pressures to teach in particular ways, which results in very little opportunity to deal with educational technology as something larger than machines and software. The paper then characterizes the current state of the movement to radically restructure education, and suggests how educational technologists might join in and contribute to that discussion, the central issues of which focus upon democratizing school administration; teacher self-management and professional development; altered classroom roles and emphasis on critical thinking skills; and new modes of research on teaching and teacher preparation. The paper concludes with suggestions, drawn from current research on teaching and educational practice, for new initiatives that educational technologists might take in four areas: (1) the preparation of models for teaching-with-technology; (2) the design of intelligent software; (3) the creation of technologically-based tools to support teachers' professional work and development; and (4) the improvement of research on technology in education. (78 references) (CGD)