In 2004 the journal Technology, Pedagogy and Education published a special issue in response to criticisms of Information Technology research in education. The editorial for that issue referred to the ‘perceived weakness in ICT research . . . firstly to identify some of the key questions that need to be answered in this area, and secondly to increase awareness of existing and new research techniques available to support the [ICT research] community in its work.’ (Underwood 2004: 139). This book aims to make a contribution in this regard, examining the issues of theoretical underpinnings to research in IT in education, the problem of neglect of the history of this endeavour, the importance of theory and the history in the development of research questions, and the selection of appropriate methodologies for attempting to answer these questions.