The primary motivation for using technologies in education is the belief that they will support superior forms of learning. For this reason, theory and research in learning provide an extremely important source of ideas. Advances in cognitive psychology have sharpened our understanding of the nature of skilled intellectual performance and provide a basis for designing environments conducive to learning. Concurrently, we are at a time of great technological advance. Computing power is more available and affordable than ever before.
Satellite transmission can beam instructional material to sites thousands of miles away.
Tools to support computer applications make it possible for school children to do everything from communicating with their counterparts on the other side of the world to building their own curriculum materials in hypermedia formats to collecting and analyzing data much as practicing scientists would. While the most sophisticated technology remains in the hands of the few, it is becoming more and more affordable and available. At the same time, we are finding educationally sophisticated uses of commonplace technologies, such as videotape and word processing. Over the years, educators have heard enough drum beating to become jaded about technologies ability to transform the school. From failures we have learned that implementation without thoughtful planning or sustained support is nearly always futile.