Much of the educational literature of 5-10 years ago expressed concern regarding the relevancy of what the education system was able to provide

Much of the educational literature of 5-10 years ago expressed concern regarding the relevancy of what the education system was able to provide (with or without technology) and many of the studies (including this author’s 1991 review) concluded that the investigation of the impact of technology was just beginning (Wellburn, 1991, p. 21). Technology has advanced rapidly (perhaps more rapidly than many in the field expected) over the last few years and there have been literally hundreds of published studies investigating its educational effect. Although there might not yet be a definitive conclusion since it is becoming apparent that the type of learning that technology best enhances is difficult to quantify (Johnson, 1996), there are many research reports that indicate we now have a deeper understanding of how to maximize the benefit to learners through a variety of technology-rich educational environments. With regard to the earlier issue regarding the relevancy of technology in education, most of the more current literature is overwhelmingly positive about the potential of a variety of technologies to be powerful components in accomplishing current educational visions. Such visions include helping s tudents “develop a broad, deep, and creative understanding of community, culture, economics and international politics, past and present, and acquire the social skills to work across differences and distances” (Riel, 1993) by providing “an array of tools for acquiring information and for thinking and expression allowing more children more ways to enter the learning enterprise successfully. These same experiences provide the skills that will enable students to live productive lives in the global, digital, information-based future they all face.” (Dwyer, 1994).