For more than 20 years, Arizona's Maricopa Community College district has aggressively invested in and experimented with technology to improve teaching, learning, and the management of college and district services. However, Maricopa's leaders have acknowledged the ephemeral nature of its achievements in these areas and the need to keep reassessing their relationship to technology. Leaders in higher education are faced with the following competing views of the future of technology in education: (1) the future as cyber-freedoms (a model that is derived from the Internet and assumes that individuals can communicate in their own time, under their own conditions, and with everyone everywhere); (2) the future as collectives (a view defined by the special interests that drive policy direction and become more important than schools, governments, or universities); and (3) the future as media (a view based on the supposition that the media shapes global attitudes, causing our multicultural world to become increasingly monocultural). As new waves of technological change and competing views of the future continue to approach, Maricopa's leaders are continuing to reassess its relationship to and use of technology. Maricopa is currently orienting its technology future in two strategic directions: Internet-based software architecture and distributed learning systems. (MN)