While institutions of higher education are often at the forefront in technology conception and design, they often lag behind in its utilization. Inequities in availability of sophisticated technology at higher education institutions raise the question of whether the "haves" are doing a better job of educating students than the "have nots." The employers for whom graduates will work, in most cases, will not have the most current technological tools, because most new jobs are created in small businesses. It is more important to have an educational program that allows students to obtain transferable knowledge to corporately-specific systems and be either upgradeable or downgradeable to the level of technical support available at future places of employment. A means should be available for determining when a development of considerable significance has occurred that renders existing methods obsolete. Faculty members need to become literate in computer skills and their application, and institutions need to provide convenient access to equipment and training and to nurture contacts between faculty and the practitioners in their fields to develop communication and learning pathways. The appropriateness of making learning fun through technological "edutainment" is questioned, as this may create students who later become employees resistant to working when the work is not fun. (JDD)