The goals of instructional technology in Japan are enumerated, and significant aspects of the field are presented as follows: (1) an overview of the environment for instructional technology is given in terms of academic societies and professional associations, academic and popular journals and magazines, diffusion of media and budget, and recent trends in governmental policies; (2) six categories of instructional technology research are listed; (3) competencies required of specialists in educational technology are considered; (4) a review of research reviews is presented in the general area of educational technology and the specific areas of teaching and media studies/audiovisual materials; (5) the use of microcomputers is discussed; and (6) research in the teaching, learning, media, subject areas, special education, and media literacy aspects of instructional technology is examined. Finally, current and future problems in instructional media are considered. Supporting data are presented in three tables, and references are provided. (KM)