The way in which teachers use technology in their instruction is often a function of their educational and technological background, their previous teaching experience, and the amount of attention the instructor pays to the goals of the course. The three stages of teaching elicit the following types of questions: (1) survival: "How can I survive the day/semester?" and "How can I cover all the material in the time allotted?"; (2) improving the basic curriculum and delivery methods: "How can I do what I am doing better?"; and (3) achieving specific results through technology use in the classroom: "What am I trying to accomplish?" Technology can be used at all levels of the cognitive and affective domains of learning, but it may not be the most effective approach. The best use of technology is determined by the curriculum and determining what needs to be accomplished. The paper discusses different interpretations of curriculum in relation to the use of technology. Faculty and administrators need to take the time to analyze curricula, assess learning goals, and determine the best way to achieve those goals, before spending money on technology. Reasons for and against using technology in a class should both be considered. (SWC)