The introduction of microtechnology into the educational system will generate changing demands in the environment that will affect concepts of learning and transmission and the definition of nonformal education. Challenges for educational managers in the coming decade will include (1) recognizing that the benefits of the instructional applications of computers rest with the software or programming, not the hardware; (2) recognizing a new kind of illiteracy--computer illiteracy; (3) avoiding the wholesale importation of nonindigenous instructional materials and theories in the panic to use computers; (4) being prepared for the possible structural reorganization required to accommodate a technological society; (5) admitting the insensitivity of current organizational arrangements to the accommodation of a major technological innovation; (6) deducing the type of organizational pattern concomitant with the use of computer technology and whether this pattern is locally relevant or applicable; (7) readjusting concerns from equal opportunity to equal outcome and avoiding exacerbation of existing social, political, and economic polarization; and (8) being aware of the hidden, ongoing personnel costs of effectively introducing computers. Twenty-three references and notes are given. (LMM)