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Abstract
There have been widespread claims that technology can make learning easier, more efficient, and more motivating. This article argues that ease and efficiency should not be the leading criteria for advocating and implementing computer technology in schools. The authors assert that to produce more meaningful learning, computer technologies need to be designed according to sound learning theories and pedagogy. When administrators, teachers, and parents understand that different computer technologies serve and augment different learning experiences, they can make informed judgments about which technologies are best suited to enhance student learning and achievement.
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