In this paper, an educational technologist describes his critical approach to using computers in instruction. He discusses his development from high school English teacher to educational technology instructor in a university setting, focusing on people, literature, and films that have shaped his view of technology as well as on his disappointment at how the technological culture has bred repressive attitudes in many of his colleagues. The importance of helping learners understand why they are in school is at the heart of the author's critical theory. This helping students to understand the importance of their education means allowing for student responsibility for self and curriculum; for example, "action projects" that take students beyond the classroom make learning more experiential and authentic. One subject of future research the author advocates is full-scale tracking of disappointments and dangers associated with educational technology: classism, racism, ecological destruction, and changes in beliefs about the goodness of technology in people's lives. Lists of books, video and films and articles used in helping students become technologically literate are included. The syllabus for the author's "Educational Technology: Critical Perspectives" course is included. (Contains 41 references.) (AEF)