Obviously, the technology performance level of computer-driven approaches and educational software varies according to the individual approach and the learning context or purpose to which it is applied. On the other hand, computer-based technologies derived from artificial intelligence and research in cognitive science promote engaged learning. When this happens, they will be able to track and respond to complex lines of inquiry. Integrated learning systems provide information from a central source using LANs for communication within and between schools. Many schools believe that because they have a high technology performance ILS, they provide engaged learning and access to rich resources.
Some programs are interdisciplinary and include multimedia encyclopedias.
The fallacy in this thinking, however, lies in the fact that ILSs generally support traditional tasks and assessments, traditional student and teacher roles, and traditional instructional approaches targeted to basic skills. ILSs' centralized resource configuration also limits their usefulness. LANs, especially with regard to ILS, so far have not produced significant school change. One reason may be that while most schools have the modems that would link them to other education and information sources, their network technology is primarily for downloading instructional materials from a central repository to isolated classrooms. Remedying this limitation requires connecting the LANs to WANs and other distributed systems, including the Internet, that provide external resources and opportunities for active learning and communication.