Adjunct faculty members teach a significant percentage of courses at the various colleges of the City University of New York (CUNY). Adjunct employment circumstances and workplace conditions often differ from those of full-time faculty, thus posing many challenges and impediments to facilitating instructional technology and information technology in Adjunct-taught courses. This Monograph accompanied a presentation by the author, an Adjunct faculty member at a CUNY college, that highlighted various issues in bringing technological currency to Adjunct-instructed courses, using "case method" discussion of several illustrative scenarios derived from actual CUNY Adjunct situations. Issues covered include the failure of college administrations to adequately avail information technology resources to Adjunct faculty, to adequately communicate the availability of whatever is available to the Adjunct faculty member, and to adequately train and support the Adjunct faculty member who seeks to use the technology. Also discussed are technology compatibility issues and security issues as they pertain to Adjuncts. The foregoing issues are viewed in conjunction with the campus social dynamics as they affect Adjunct faculty members, including the attenuation of many Adjuncts (especially those who teach evening and weekend classes) from the channels of social communication, and the ingrained negative attitudes, personal and institutional, towards Adjunct faculty members. This Monograph concludes that CUNY's grand plans to enhance its instructional technology currency must embrace its Adjunct faculty members, and that direction and example for doing so must be promulgated from the top levels of CUNY leadership. (Contains 54 notes.)