What is unknown is how educators deliver education effectively through these new technologies. Isaacs feels that teachers and unions are afraid that new technology may come and take away the need for their job, and thus conflict between the educator and the telecommunications provider exists. Yet it is very important that both work together to make sure that the curriculum determines the technology, not vise versa. Other issues for educators and school districts are security and privacy issues, controlling information access, determining who will pay for the access, and most importantly, educational content of that access. On the university level, even more issues arise.
Technologies free up the educational market.
Because of the many questions and issues on the subject, a case study of schools in Wollongong was done. Three high schools and the University of Wollongong were studied as they became involved in the world of telecommunications. Through many meetings it was decided that no matter how wonderful and user-friendly the technology was, it would not be used unless there was a specific need for it. So needs were assessed at each school. It was discovered that each school needed something different in order to accommodate their curriculum.