Most professionals in the field of educational technology have served as change agents; it is no accident that one domain in the current definition of the field specifies a sociological theory base linked to practice that includes diffusion, adoption, implementation and institutionalization of innovations. This paper emphasizes the implementation phase of the planned change process. A review of the literature is provided, leading up a description of the author's research on change in libraries. Using some hints about facilitating conditions from Mayhew (1975), the author identified the following eight conditions that appeared to facilitate the implementation of education technology innovations: (1) dissatisfaction with the status quo; (2) existence of knowledge and skills; (3) availability of resources; (4) availability of time; (5) rewards or incentives exist; (6) participation; (7) commitment; and (8) leadership. Continued searching for further confirmation in the literature has strengthened confidence in these eight conditions. This paper concludes with recommendations for future research in this area. (Author/AEF)