When instructional technologists adopt an educational approach they some-times are not able to maintain the level of quality the theorist who innovated the approach originally envisioned. Essential principles of the approach sometimes seem to be lost as it is translated from the original theory into practice, and it instead becomes a formulaic technique for imitating common instructional structures that do not meet the goals expressed by either the practitioner or the theorist. In an earlier era of instructional technology, re-searchers proposed a set of criteria to help practitioners understand this phe-nomenon as well as how to avoid it. They named these criteria Technology I, II, and III. This study provides recommendations to help instructional techno-logists use these criteria to help them better develop instruction that best characterizes their goals they have for their practice.This book is addressed to instructional technology professionals as well as educators in general.