Olson further adds that teachers act to protect their influence over core elements of their work, such as covering the curriculum and maintaining their credibility. However, these protective strategies for maintaining classroom influence may erode the potential of computer-based teaching. Achieving the full benefits of computers in the classroom may require the teacher under observation to tolerate more ambiguity, to increase individual attention, and to engage students in divergent thinking. All of these create risks. These risks are managed, but overprotection of these core elements may set a limit to reform of the curriculum through computer-based teaching unless teachers and software designers look critically at the way teachers exercise influence in the classroom. Cuban’s (1993) work referred to earlier is testament to this risk management.