Money Spent Many early studies of various educational technologies provide little justification for their use. Clark's widely quoted 1983 summation of technology was often validated, "The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition." 28 This analogy emphasizes how early technologies introduced into classrooms—such as radio, television, and video players—were often seen and utilized as additions to the curriculum. This module demonstrates that, unlike earlier media, networked multimedia computers have the potential to transform education. This transformation begins with the replication of traditional forms of teaching and learning but can lead to new materials, methods, and learning environments not possible without today's technology—and not supported by earlier media innovations. No educator may be able to guarantee that money spent on implementing a technology initiative can directly raise student achievement. As you have learned, many other factors confound the issue. As you reconsider the goals of educational technology use presented at the beginning of the lessons, see if you agree that technology expenditures can be justified by three key points: Scaffolding. Students must eventually participate in the world beyond school, which is highly dependent on technology and information literacy skills. Students must develop those skills and utilize technology in school. Appropriation. Technology enables teachers to employ new methods and strategies and allows students to experience new products and environments that are not otherwise possible. Integration. Technology does improve productivity and allows faculty and staff to focus greater attention on impacting student achievement through the creation, storage, and analysis of more relevant student data.