Traditionally, educational technologists have not been concerned with social or philosophical questions, and the field does not have a basic educational philosophy. Instead, it is dominated by a viewpoint characterized as "technical rationality" or "technicism"; the most important assumption of this viewpoint is that science and technology are value-free. Critics argue that this is inaccurate, and that values are indeed being transmitted by educational technology through a hidden curriculum. In response to such criticism, a philosophy of technology can and should be developed. William Frankena's work provides a starting point for developing a more complete philosophy of educational technology. However, an effort must also be made to show the relationships between the differing aspects of philosophy beyond epistemology, metaphysics, and axiology. A complete philosophical framework can be used both to reduce the negative effects of a hidden curriculum, and to permit educational technologists to devise a process or hidden curriculum that is consistent with their social vision and that of their clients. Fifty-six references are provided. (EW)