The very bold of the period envisioned students using simulation programs that would stimulate critical thinking and problem-solving ability. But these were the cavaliers of a time when the two-sided argument focused primarily on the use of technology for computer literacy training or for higher-level programming and system's proficiency. The Internet, of course, was in its infancy in terms of elementary/high school educational use, and few researchers envisioned the impact it would have on it a mere five years down the road. 

Today, it is widely accepted that technology in the classroom is inevitable. Computers, software and associated hardware and peripherals are here to stay, and as a society, we are hard pressed to keep up with the speed at which these are advancing. Our educational system, traditionally 5 to 10 years behind contemporary technological advancement, is scrambling to find its place on the information superhighway. In hand are many unanswered questions. How can this resource be harnessed to provide the best possible outcomes for students? How can it be used to enhance teaching and learning, and once there are defined goals, objectives, and outcomes will they be used consistently and effectively to achieve the desired results? What factors or variables will affect its use or misuse in the classroom? Once again, we must dig deep into our bag of tried and true teaching and learning theory for guidance and support. But today, more so than any time in the history of education, we must analyze these concepts and apply them using calm rationality, unwavering determination, and focus. 

There is no doubt that current technologies will be invaluable assets for both teachers and students. When used as tools to enhance the learning environment, the potential for learning and teaching will be unparalleled. But preparation for all involved is crucial. This includes preparation on the part of teachers, students, parents, school administrators and private industry. Such preparation involves more than equipping the schools with the hardware and software tools necessary to connect to online information resources. This alone will not change teaching or learning nor will it prepare students to function in a technology rich society. It is only when "computers and networked resources begin to change curriculum and instruction" will improvement in teaching and learning be evidenced (Cunningham, 1999). 

As teachers, it is our responsibility to pave the way for technology in education. We must refine and perfect traditional roles of motivator and leader. But we must also adapt to new ones -- that of facilitator, coach, and co-learner. As facilitators, we will create opportunities for students to work collaboratively to solve problems, do authentic tasks, and share knowledge and responsibility. As coach, we will assist students in constructing their own meaning by modeling, mediating, and providing guidelines, resources, suggestions, and support, and; as co-learners, we will extend our own knowledge along with the student. As motivator and leader (perhaps our most important roles), we must assist our students in the development of positive attitudes toward learning and, in doing so, promote an atmosphere in which they will develop an understanding of our world so that they will become rational, humane, participating, and effective members of our society.