Determining who is right and who is wrong is probably not very productive, although many researchers are engaged in that happy pursuit. More to the point, when one looks more deeply, it's not clear that all the technological innovations did fail. Some of them undoubtedly did. However, what's much more evident is that we probably don't know how to measure the results. Or going one step deeper, it's not at all clear that we have even established meaningful objectives. Objectives must be broadly stated and must not only be relevant to the world of today but to the world of the future. Knowledge is changing and advancing so rapidly that we must expect objectives to change, or conversely, be formulated in a broad enough fashion to keep up with technological advances. The Magerstyle behavioral objectives don't begin to meet the need. Education today needs more than small behavioral steps. It needs objectives that are dynamic and can be expected to change over time; objectives that are stated in an entirely new way. Objectives must be devised to lead young minds through an imaginative exploration of the jungle of political, social, psychological, and ethical issues that will confront them as adults. What is the objective which will foster decision-making ability under uncertainty? What are the objectives which elucidate the ways in which technology and values will interact in the world of tomorrow? How does one measure whether one has learned to learn? l'm not saying these objectives are impossible to devise. Indeed, these are the kinds of things that education must focus on, and these are the objectives that must be devised. And while educational objectives must change and grow, so must its methods. One-third of the observations stated at the outset say, in one way or another, that the medium really is the message. Today, learning to read from a book can be substantially enhanced with the "Electric Company" on TV and with Moore's Talking Typewriter. For some aspects of education today the book is hardly an acceptable alternative at all; yet for other aspects, it's still the best approach. For example, learning to fly an airplane is best done on a flight simulator. Learning to create a movie is best done by actually creating one. Learning about political action is best done by observing and participating. Learning about resource management and resource utilization is best done by manipulating computer simulation models. Learning a logical approach to problem solving is best done by breaking a real problem down into manageable pieces, flowcharting it, and programming it for a computer. Learning an appreciation for literature is best done by reading books. So, in addition to broad, dynamic objectives, education also needs some new methods. Not one to the exclusion of others, but a whole potpourri of techniques. Things like peer teaching, computer games and simulations, free learning environments and piles of motivation. Motivation is strongest when it comes from real involvement and genuine accomplishment. We have to let kids work with real tools on real problems, not a bunch of contrived textbook situations. We have to give kids tools far more powerful than we think they can possibly use, The results will be unbelievable! David H. Ahl Reprinted with permission from EDU No. 10 published by Digital Equipment Corp.