Teachers increasingly must assume that students will not learn on their own outside of the time spent in class. This is difficult because we only see students for a handful of contact hours every week, and there is not enough time to both lecture AND ensure that a student has attained thorough understanding of the material. Teachers have adapted to this in various ways, but another stressor is that students are coming into college much less prepared. When I teach precalc I essentially have to assume that I will need to teach students how fractions work. The current system is not built to support this kind of learning. In order to make sure students are really learning, I now have to cut out major portions of the curriculum to make sure I have time to do active learning during class. It's obvious through students' performance that their understanding of things we work on in class is much more internalized and sophisticated than things I lecture about but assume they will learn on homework problems.
A novel I really love is Anathem by Neal Stephenson. While Anathem is an admittedly goofy work of fiction, I do think Stephenson's vision of the future is compelling: the purity of mathematics education and research must be protected from the hyper-technological outside world. In reality I'm not anti-technology of course, I feel like access to a non-internet-connected computer is fine. But, I wonder if such a model would work for an educational institution?