Much of the failure to utilize technology in education today is, as Thornburg puts it, "the assumption that content [is] king...in a world of rapid information growth, it is context that matters...context is king" (in Thorburg, 1997, pg. 5). Thornburg advocates that rather than teach students a stockpile of facts to use "just in case" they might need them some day, that instead learning be put in context - i.e. master the ability to gather the appropriate facts and then 
creatively leverage those facts towards the learning objective. Teachers should create situations where the students are required to locate the facts and information specifically related to the context of the question at hand, and then to utilize that information effectively. An example is the Jasper Mathematics series created by the Vanderbilt University's Peabody College of Education. In these multimedia presentation to characters that are faced with a 

mathematical dilemmlearn facts "just in case" they might need them some day, the series promotes "just in time"a that the students help the characters solve. Rather than having studentslearning;collaborative learning environments where groups of students find solutions to real world scenarios.The 1995 Congressional Office of Technology Assessment report entitled Teachers & Technology: Making the Connection, encourages this type of teaching and explained how technology facilitates it (OTA, 1995, pg. 1-2):