Many claims have been made about the potential value of modern technological equipment and techniques for the improvement of education. In this article the authors evaluate some of these claims in depth. First, they examine the assertion that technology will promote "individualization of instruction,"contrasting broad claims with a narrower reality. They then outline some sources of resistance that will make it difficult to introduce new educational technology into the schools. The authors illustrate their case by referring to two examples of educational technology: the Watertown (Mass.) Language Laboratory and the Stanford-Brentwood C.A.I. Laboratory. They reach the conclusion that the short-range claims made for educational technology are unfounded.

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