This study examined the nature and potential of interactive videodisc technology in public schools through an analytic review of the current literature and a modified Delphi study. The analytic review synthesized some of the writings related to classroom applications, technology policy in education, cognition and learning, and dissemination and diffusion of innovation in schools. The Delphi component of the study managed an interaction among 32 national videodisc and education leaders. It consisted of an in-depth interview and two subsequent rounds of questioning of a panel chosen from the fields of education, government, private industry, and the military. The initial interviews asked panelists to respond to four questions: (a) the potential of interactive videodisc technology for education, (b) the measures/policies needed to achieve visitors of potential, (c) the barriers inhibiting die potential, and (d) future scenarios. Analysis of the interview data informed the design of two subsequent research that were limited to visions of potential and measures needed to achieve those visions. The questionnaires, by providing anonymous feedback of group judgment and individual comments, enabled panelists to reassess their original positions and beliefs. A review of the findings revealed nine domains of issues panelists considered important to understanding the relationship of interactive videodisc technology and schooling. 'They are: (1) technological capabilities; (2) legitimate descriptors; (3) potential benefits; (4) goals and rationale for use; (5) production ard design issues; (6) marketing issues; (7) research issues; (8) funding and responsibility issues; and (9) applications in different locations. A systematic search for commonality within those domains disclosed four recurring themes: (1) the complexity and interrelatedness of issues; (2) the importance of the context to technology applications; (3) the between potential and reality; and (4) historical parallels between public school applications of interactive videodiscs and other media technology. The concluding chapter presents a discussion of those themes and their implications, along with recommendations for further research and for ways that the various stakeholders of technology in education might promote thoughtful applications of interactive videodisc technology. / Ed. D.