ABSTRACT
Many educationalists may be concerned that certain omissions from the usual range of topics in this area are apparent in this text. This chapter begins with an explanation of these omissions. The key to any change in the way we think about visual communication lies in the restructuring of the institutional roles of those involved. The chapter suggests that some of the main problems in present practice are a consequence of outmoded institutional structures and certain misguided emphases in skills and career commitments in educational technology. It considers in more general terms the future of visual communication in education. The purpose of educational objectives and evaluation is to predict the consequences of visual communication. The key to any change in the way we think about visual communication does not lie in further research or rhetoric but in the way the institutional structures legitimate the practice.
