Computers and robots are becoming increasingly more advanced, with smaller and cheaper computers now doing jobs once reserved for huge multimillion dollar computers and with robots performing feats such as painting cars and using television cameras to simulate vision as they perform factory tasks. Technicians expect computers to become even more powerful in the near future, for "intelligent" robots to be developed that will use vision and tactile sensors to adjust to the environment (e.g., change direction or move the arm slightly to the left before picking up a part). Such technological advances raise ethical issues: how to provide for the thousands or millions of workers who may be displaced from their jobs; what persons should do with the leisure time that may be created by the increased use of this technology; and at what point robots' intelligence and possible superiority over people should be acknowledged. One area in which computers and robots will have a particular effect is that of education, especially adult education. The use of these tools will affect the time, the place, and the process of adult education. For example, advancing technology will force workers to retrain, pushing forward the concept of lifelong learning. At the same time, increased portability of computers will allow one to learn in a variety of places, especially the home, by accessing data banks all over the world. And finally, the use of computers will change the emphasis of learning from acquiring facts to learning how to think. To meet these changes in adult education, adult educators will have to be aware of the impact that computers are having on our society and provide the resources and leadership necessary to help adults learn to adjust to these changes and face life's challenges. Adult educators should be prepared for the changes and not just react to this transition. (KC)