The advent of technology has done more than merely increase the range of resources available for mathematics teaching and learning: it represents the emergence of a new culture--a virtual culture with new paradigms--which differs crucially from preceding cultural forms. In this chapter, the implications of this paradigm shift for policies concerning learning, curriculum design, and teacher education will be discussed. Also, the ubiquitous possibility of emergence of ever-new forms of technology brings about both new opportunities for learning and collaborative work (involving students and teachers), as well as potential dangers. Policy measures may give priority to technological access and developments, over the intellectual growth of learners and the professional development of teachers--which should be more demanding goals of mathematics education. Such policy issues will be discussed.
