Based on the findings of a content analysis of representative literature on educational technology, this report examines the trends and issues in the field, beginning in 1988 and continuing into 1989. It is noted that trend analysis, particularly year-to-year analysis which reveals less variability than decade-to-decade analysis, reveals topics of current interest and is more a reflection of the status quo than a prediction of the future. The following trends are identified and discussed: (1) concern for the design and development of instructional products and procedures dominates the professional literature; (2) evaluation is becoming an integral part of the instructional design and development process; (3) there is increasing use of research and development knowledge to solve current problems of teaching and learning; (4) computers can be found in almost every public school in the United States; (5) interactive video is widely accepted as a research and development product, but not in schools and higher education; (6) distance education has become established as a major vehicle for instruction at all levels of education and training; (7) the definition, conduct, and status of professional education in the field continues to preoccupy practitioners; (8) the impact of technology on individuals in the society at large continues to be considered by educational professionals; (9) the applications of telecommunications used in the society at large are reflected in the schools and in postsecondary institutions; (10) the results of research do not appear to have much effect on applications and operations of educational technology; and (11) the curriculum support function is an important element of educational technology programs. The report concludes with a discussion of the methodology used to identify the trends; it was written by Glenn LeBlanc. (39 references) (DB)