New learning technologies present many challenges for adult educators. They have great potential for achieving many underlying goals of adult education; however, like any tool, they must be used reflectively and viewed through a critical lens. The challenge is to use learning technologies in ways that support learning and respond to the needs of the learners. In considering and choosing learning technologies, the emphasis should always be on learning, with technology playing a supporting role. Learning technologies are not neutral. Not all learners may have access to a technology and technologies are shaped by the society that produced them, with underlying assumptions related to gender, social class, and culture. As to whether new learning technologies contribute to marginalization, those who are most technologically savvy may have the most successful learning encounters, but technology also affects participation in ways that cannot be fully predicted or understood. Learning that is constructivist in nature is not dependent on information/communication technologies or even necessarily made more obtainable by them. (Contains 17 references.) (YLB)