Almost since its inception, the word "dehumanization" has caused apprehension, especially as the words relate to educational technology. This paper is a brief analysis of educational technology's critics from the late 1950s through present time; it also serves as a study of how their rhetoric has affected the structure of elementary and secondary education in recent years. Discussion includes revisionism, objectivity, and the "teaching machine" (1960s); computer assisted instruction, educational television, and resistance at the trends of systems analysis and individualized instruction (1970s); and militarization, computers, technical jargon, and science fiction (1980s). Poor interaction, discussion, and literacy skills are some of the problems facing students as a result of imbalanced technological structuring. (Contains 19 references.) (AEF)