To those who look to technology to enhance a person's quality of life and not merely to restore capability, it is more important and cost effective to consider environmental modifications and the functions of devices within a comprehensive context of varying situations (Milieu characteristics); user interests, needs, capabilities, expectations, and goals (Person characteristics); and functions and limitations of the technology itself (Technology characteristics). This MPT Matching Person and Technology Model promotes consumer involvement and choice as well as student/parent/educator collaboration. When the variables within each of these three areas are organized according to the categories of device use (optimal and partial/reluctant) and non-use (avoidance and abandonment), it is possible to determine whether some intervention or modification is needed for a person to gain maximum satisfaction and functional gain from use of the technology. To assist educators with the psychosocial and technical issues involved in matching students with technologies, a collaborative model has been developed which includes three consumer-oriented instruments: (1) Technology Overload Assessment (TOA); (2) Assistive Technology Device Predisposition Assessment (ATD PA); and (3) Educational Technology Predisposition Assessment (ET PA). Three examples illustrate use of educational technologies by hearing-impaired students--two pilot telecourses; the use of a hypercard stack in an existing lecture/discussion course; and adults' use and non-use of assistive listening devices (ALD)--and it is concluded that the ATD PA and ET PA seem to have done a good job of discriminating predispositions to technology use by satisfied and less satisfied users. (ALF)