This paper begins by arguing that access to education for those who do not attend classes on campus can be a question of their access to technology, i.e., the higher (or more exotic) the technology, the fewer the students who have means to use it. Almost universal access via the postal service is discussed in terms of speed, as compared with two-way live audio and video television communication with facsimile or computer file transfer for written work. A move to use existing and less expensive technologies is advocated as a parallel to innovation in the use of the newest technologies by distance education units. An example of such a parallel communication plan is provided by a description of the use of low-cost technology by the Extended Learning Institute (ELI) of Northern Virginia Community College, which currently uses cable and broadcast television, audio conferencing, fax, a compressed video network connecting its five campuses, telephone, and voice mail to communicate with students on administrative and instructional issues. This paper focuses on four technologies: computer conferencing, voice mail, audio conferencing, and locally-produced video. A brief review of each technology and its advantages and disadvantages precedes a description and discussion of its use at ELI. It is concluded that the use of these ordinary, relatively low-cost, and readily accessible technologies can speed the rate of communication, increase its quality, and make it possible for faculty to improve the learning experiences of their students. (BBM)