ABSTRACT
While the quantity of research examining the used of technology for learning has exponentially grown, the field of education is still struggling to aggregate results into a meaningful body of knowledge. In an effort to improve our understanding of technology as a pedagogical tool, this chapter reviews work related to three contemporary technologies: navigation through digital spaces, multiple source comprehension tasks and skills and electronic communications. The reviewed research demonstrates the coalescence of findings around the impact of knowledge and interest across learning progressions, and argues that research examining technology through the lens of the Model of Domain Learning is a way to better understand the impact of learning technologies and provides a path forward for new research in this area.
