This article was originally written on the internet in Australia to provide a starting point for discussions of new perspectives on education made possible by advanced technologies. Ecosocial changes in the practices and institutions called education are discussed in the context of changes in the practices and institutions called information technologies. The fundamental assumptions of academic education are incompatible with the present, much less the future, needs of postmodern society; and schooling is not likely to continue as the dominant form of education. By the end of the next century, scholarly work will be incomplete if it consists of written text alone. It will diverge to multimedia hypertext and then to virtual realities in cyberspace. Libraries will exist in cyberspace, and they will contain all electronically stored information that is publicly accessible. The research questions of the future will increasingly be about how people will educate themselves in cyberspace. Educational theory will deal with a multitude of new issues concerning teacher and student roles. The potential roles of cyborgs and ecocybersystems are discussed with regard to virtual reality. In cyberspace, we will be able to see virtual reality worlds, and children will have experiences that will not lead them along the cultural paths of the past. We must begin to work our way toward these developments in education of the future. (Contains 29 references.) (SLD)