The eternal dilemma of the educational technologist is how to approach the advent of any new innovation. On the one hand, any innovation offers seemingly unlimited potential in how it may change education for the better and address specific problems currently being encountered. On the other hand, there is a long history of the abuse, misuse and just plain non-use of innovative technologies despite their potential. Although these should be lessons already learned, proponents continue to describe how technologies can be used for positive change with little regard for their weaknesses.
