Opportunities for Learning
The potential of technologies for women's learning is demonstrated in a variety of contexts and applications. Women have tended to adapt and use technologies in ways that were not originally anticipated and this is true for women's use of learning technologies.

Women use technologies to share information and experience and to develop action strategies, and there is great potential for communication among women across great distances, nationally and internationally. Some programs use women-friendly approaches, such as mentoring, to help women learn about the technology itself. E-mail and computer conferencing are used in formal education for cooperative learning, and databases in diverse topics can be built up by learners' individual and collective contributions.

These examples demonstrate what can be achieved if the context and conditions are right, and also provide some guidelines for ensuring that proposed uses of technology represent a genuine improvement over what was previously available.

Questions
The following questions address issues that commonly arise with new programs and new technologies:

• What new opportunity does it provide? To whom does it provide it?
  
  
• How is the opportunity provided: what systems does it use, what support, staffing, and so on?
  
  
• What are the prospects for sustainability?
  
  
• How durable or stable is the technology? How likely is it to change, and if it changes, will it displace the learning opportunity or require retooling?
  
  
• What are the "opportunity costs"? Are there trade-offs that might mean, for example, reduced funding for other programs or limited access because the technology is not generally available?

Tools and Strategies
Any innovation can be intimidating. The advent of new technology so far reaching yet, in relation to learning, so closely connected with our lives can be immobilizing if people feel they are not equipped to understand it, much less deal with its implications. But the development and use of technologies is simply the outcome of human decisions, which we are all equipped to understand and question. The tools and strategies included here were developed from suggestions offered in the course of the study.

This compendium is based on feminist approaches to social issues, on grassroots community based education, and on traditions of citizen participation in decision making. It is hoped these ideas will serve as a starting point for further discussion and consideration of new technologies.

Conclusion
It is hoped that the Janus project will stimulate thoughtful approaches to new technologies, enable greater understanding of related issues, and enhance confidence in the creative questioning needed for the wise use of these tools.