To "tech" or not to "tech" education is not the question. The real question is how to harvest the power of technology to meet the challenges of the 21^st century and make education relevant, responsive, and effective for anyone, anywhere, anytime.

Technologies have great potential for knowledge dissemination, effective learning, and efficient education services. Yet, if the educational policies and strategies are not right, and if the prerequisite conditions for using these technologies are not met concurrently, this potential will not be realized.

Two final thoughts:

In the dazzling environment of technologies we should not lose sight of the focus of education:

It is amazing what a child can do for us as adults. We are sucked into the whirlwind of jobs, stocks, houses, recipes, and technologies … until we look into the face of a child. Life regains perspective. We see the mystery of life unfolding and we realize what is important and what is marginal. So it is with technology. We are sucked into the wonders of fast chips, intelligent toys and games, and fascinating virtual domains, and we get taken by the miraculous potential of these technologies for us and our children … until we look into the face of a child. There we see the miraculous transformation of life at work. Only then do we see with clarity the distinction between means and ends, between tools and objectives, between touching buttons and touching hands, between technologies and the child. [22]

The most successful technologies are those that become unnoticed:

We do not think anymore of the spectacle of printing every time we read a book, the phenomenon of TV every time we watch a movie, or the miracle of the telephone every time we make a call. The ultimate success of ICTs for learning will be attained when we stop marveling about the ICTs and apply our minds and emotions to the wonders of learning. [23]