IntroductionWhen I was reviewing the article choices for this week, the title, The Return of Learning on Our Investment in Educational Technology, really intrigued me. This title seems to encompass the concerns of all educational personnel, from the teacher to the district administrator. While we may all define the term “learning performance” a little differently, questions remain. “What do we get for our money? Does this investment really help our students? And finally, if there is going to be a worthwhile return on our investment, what best practices will most efficiently produce the greatest benefits?” Although studies that have attempted to address these concerns have produced variable results, there are several points that seem to continually emerge. It is helpful to describe this body of research in meaningful terms that concisely describe the use of technology in our classrooms today, namely learning from computers and learning with computers. (Reeves, 1998) Learning from computersWhen students learn from computers, the function of the technology is essentially to act as an electronic tutor. Whether the student is involved in computer-assisted instruction, computer-based instruction, integrated learning systems, or simply practicing math concepts in Fun Brain, the session is designed so the child sits at the computer and do the exercises that the computer has programmed for him. Students and teachers receive feedback and assignments are adjusted accordingly. Several studies have produced positive results using the technology in this way. Project CHILD students had higher grade point averages and higher standardized test scores. (Butzin, 2000, p. 3) Algebra students have improved memorization and...... middle of paper...... AT and AYP make it intimidating to try new techniques. We have reached the point where teaching is becoming a science rather than an art. Expectations, checklists, and report cards require instructors to document what skills were introduced and exactly when they were acquired. As a result, I believe the transition to learning with computers is and should be a slow process. The curriculum should drive technology, and computers shouldn't be used just because there's one in the room. Perhaps this is the new art of teaching. Teachers will creatively construct units and lessons that use technology alongside methods that teachers and students are familiar with, but also in new and novel ways, and the end result will be increased learning that will be observable not only on standardized tests , but more importantly, beyond.