ABSTRACT
In a 1991 article in Educational Researcher, Salomon, Perkins, and Globerson (1991) made a critical distinction in kinds of focus for educational technology research: One could look at effects with technology, or effects of technology. Effects with describe what a student plus computer could achieve in synergy, expected to be more than the student alone could achieve. Effects of describe how the student is changed by the experience of using the software. Effects of are what one would traditionally call learning—those changes in a cognitive system that continue after the intervention or activity.
