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Attempts to use computer technologies to enhance learning began with the efforts of pioneers like Atkinson and Suppes (eg, Atkinson, 1968; Suppes and Morningstar, 1968). The presence of information technology in schools has increased dramatically since that time, and this trend is expected to continue to accelerate (US Department of Education, 1994). The romantic view of technology is that its mere presence in schools will improve student learning and achievement. In contrast, there is the view that money spent on technology and time students spend on technology are wasted time and money (see Education Policy Network, 1997). Several groups have reviewed the literature on technology and learning and concluded that it has great potential to improve student achievement and teacher learning, but only if used appropriately (for example, Cognition and Technology Group in Vanderbilt, 1996; President's Science Advisory Committee and Technology, 1997; Dede, 1998).
What is now known about learning provides important guidelines for the use of technology that can help students and teachers develop the competencies necessary for the 21st century. New technologies provide opportunities to create learning environments that expand the possibilities of “old” but still useful technology books; blackboards; and linear and unidirectional media, such as radio and television programs, in addition to offering new possibilities. However, technologies do not guarantee effective learning. Inappropriate uses of technology can hamper learning, for example if students spend most of their time choosing fonts and colors for multimedia reports rather than planning, writing and reviewing their ideas. And everyone knows how much time students can waste surfing the Internet. However, many aspects of technology make it easy to create environments that conform to the learning principles discussed throughout this volume.
Because many new technologies are interactive (Greenfield and Cocking, 1996), it is now easier to create environments in which students can learn by doing, receive feedback, and continually refine their understanding and build new knowledge (Barron et al., 1998; Bereiter and Scardamalia,
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