As higher education rushes to embrace information technology, many vitally important instructional technology services are often left underfunded, directed by a paraprofessional, and operating at peripheral status outside academic affairs. Instructional technology should be understood not just in terms of computer hardware and software but in terms of human skills, resource management, problem solving, and educational settings. Information technology is not often instructional technology, but it can be if it is brought to bear on the processes of teaching and learning. Important goals of instructional technology services include instructional development, learning resources, classroom technologies, media development, instructional telecommunications, academic computing, and research and evaluation. Administrators should address the issue of making these services a more central part of the institution's organizational structure, perhaps even by putting them in academic affairs. The inadequate qualifications of a large percentage of applicants for instructional technology jobs should also be cause for concern. (BEW)