Recommendations over a decade ago from the National Institute of Education have led to a paradigm shift in the teaching profession, based on changes in how knowledge is acquired, what role students play, and what purpose faculty members serve in the process. In the old paradigm, knowledge was transferred from faculty to student in what was referred to as the "banking model," where information is deposited into students. In the new paradigm, faculty and students jointly construct knowledge, with students taking a more active role in their own education. Computer-based instruction provides the most potential of a technology-induced active learning atmosphere. Instructors interested in facilitating active learning need to find ways of using various levels of technology to enhance the natural and personal learning of students. In 1987, the faculty at the University of Arkansas at Little Rock (UALR) decided to identify what students should be accomplishing in the basic speech course, and they developed the necessary course materials to achieve those objectives. Examples of how technology has been used to give students more control and more opportunities for discovery in the basic speech course at the UALR are: (1) the use of feature films in class; (2) bar-coded laser discs; and (3) interactive computer-based instruction. (CR)