The purpose of this paper is to depict a model of the ethical drivers of the implementation of instructional technology. The model is meant to be a starting point for institutions as they initiate, update or implement instructional technology. A major assumption underlying the paper is that a consideration of ethics is lacking in the planning process for instructional technology. Instructional technology is defined as the intentional use of hardware, software, and "net-ware" to communicate and foster discourse related to the content of a discipline. A brief case history is used as a basis for explicating a taxonomy of ethical drivers of the implementation of instructional technology. The taxonomy depicts three levels of ethical drivers: service to the individual good, service to the institutional good and the commitment to the universal good as interrelated in an organizing heuristic. Nested within these three levels are a series of dichotomies which represent "decision points" for institutions and individuals: whether to base implementation on "high" ethics or "low" ethics. Specific questions are presented based on the taxonomy that institutions can utilize to assess the "ethical environment" and to foster improvement in that environment. It is concluded that without such a framework, the ethical environment is said to be more responsive to personal agendas, institutional image or superficial considerations in the implementation of instructional technology. "A Taxonomy of Ethical Drivers of the Implementation of Instructional Technology[C]" appears at the end of the paper. [Abstract modified to meet ERIC guidelines.]