Attempts to use computer technologies to enhance learning began with the efforts of pioneers such as Atkinson and Suppes (e.g., Atkinson, 1968; Suppes and Morningstar, 1968). The presence of computer technology in schools has increased dramatically since that time, and predictions are that this trend will continue to accelerate (U.S. Department of Education, 1994). The romanticized view of technology is that its mere presence in schools will enhance student learning and achievement. In contrast is the view that money spent on technology, and time spent by students using technology, are money and time wasted (see Education Policy Network, 1997). Several groups have reviewed the literature on technology and learning and concluded that it has great potential to enhance student achievement and teacher learning, but only if it is used appropriately (e.g., Cognition and Technology Group at Vanderbilt, 1996; President’s Committee of Advisors on Science and Technology, 1997; Dede, 1998).
