Introduction When I was looking through this week's article choices, the title, The Learning Return on Our Investment in Educational Technology, struck me. really intrigued. This title seems to sum up the concerns of all educational personnel, from the teacher to the district administrator. Although we may all define the term “feedback” a little differently, questions remain. “What do we get for our money? Does this investment really help our students? And finally, if our investment is to achieve a worthwhile return on investment, what are the best practices that will most effectively produce the greatest benefits? » Although studies that have attempted to address these concerns have produced varying results, several points 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 teaching, computer-based teaching, integrated learning systems or simply practicing their mathematical knowledge in Fun Brain, the session is designed in such a way that the child sits in front of the computer and does the exercises that the computer has programmed for him. . Both student and teacher receive feedback and assignments are adjusted accordingly. Several studies have shown positive results using 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 retention as well as a...... middle of paper ......AT and AYP make experimenting with new techniques intimidating. We have reached the point where teaching is becoming a science rather than an art. Expectations, checklists, and report cards all require instructors to document what skills were introduced and when exactly they were mastered. Therefore, I believe that the transition to learning with computers is and should be a slow process. The curriculum should be technology-focused, and computers should not be used just because there is one in the room. This may be the new art of teaching. Teachers will creatively construct units and lessons that use technology in conjunction with 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 not only be observable on standardized tests, but more importantly, beyond.