Gentry and Csete (1990) have also written that pressures from business, industry, and government will "force the educational establishment to better prepare graduates for the workplace" (pg. 27). Several of the points they mentioned were that:
 Increased access to electronically delivered instruction will provide new channels of 
instruction developed independently of traditional educational systems. 
 Artificial intelligence will have an increased role in education; as technology becomes 
easier to use, more educators will become adopters. 
 Technology-capable students will demand the adoption of technology; independent 
learning skills (lifelong learning) will need to be supported. 
 People conforming to technology will shift to technology fitting the diversity of the people 
using it. 

  

Jukes and McCain (1997) of the Thornbur Center offer insight into the future of technology and education. Both see education's role as being similar to that of a quarterback on a football team: 

"A quarterback must be a futurist -- throwing the ball not to where the receiver is, but to where the receiver is going to be. It's much the same with technology. We need to be looking ahead 3, 4, 

even 5 generations down the road." Jukes, McCain, and David Thornburg advocate a new educational paradigm that shifts curriculum from content-based to process-based. Juke's and 

McCain's message is that educators need to change their mindset quickly, "or the market will find its educational experiences elsewhere" (1997). These experiences found elsewhere are already 

evidenced in increased home school numbers and support for school vouchers.