ABSTRACT
Educational researchers direct their attention increasingly to the use of new technologies in the classroom. Various demonstration technologies at every educational level, from kindergarten through university, draw considerable scrutiny, and the number of pilot programs grows rapidly. This is particularly true in the area of science education where technology-based programs hold promise for increased cognitive gains for students, efficiency of delivery for instructors, and positive affect for both. Though evaluative studies are still relatively few and limited in scope, a review of the emerging literature suggests important lessons, both for the optimum implementation of such programs and for research methodologies to assess their effectiveness.
