The introduction of new information technologies has created a turbulent environment for change in higher education; this has caused institutions, faculty and administrators to rethink their roles, teaching venues, and delivery options in markedly new ways than those currently available. The promise that accompanies any such remarkable change also bring swith it some realities as these ideas are tested, implemented and adopted. Neal (1998), an outspoken critic of the unbridled enthusiasm of technology, advocates investigating experiences of individual faculty members since they are the end-of-the-line implementers of technology in higher education. He says that their opinions about the benefit of technology should be of ultimate value in discovering useful and effective strategies that have the capacity for long-term survival.