This article is a sociological investigation of educational technology research. In particular, it proposes the study of the social implication of existing educational technology programs, such as instructional development & design program, instructional media program, computer courseware etc, from the perspective of critical sociology(conflict theory). In view of the result of this study, most of programs developed in educational technology have ignored and limited the social factors or social context. And thus they have not accomplished the desired goal of schooling and the effective product of instruction. In order to succeed in solving the educational problems in terms of educational technology programs, it is necessary for us to examine the educational software according to critical sociology approach. In other words, there is a need to analyze the existing educational technology research & development programs included some hidden assumptions underlying educational software. In conclusion, educational technologists have a responsibility to evaluate their research & development programs from the perspective of critical paradigms, By doing so, they can make better the quality of educational software producted in the field of educational technology, and suggest new reflexive research direction and alternative methodology for educational technology. Ultimately, they will contribute to enhancement of education with the good reconstruction of society.