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Computers, instead of transforming education, were often shunted to a computer room, where they were little used and poorly maintained. Does the promise of technology integration necessarily require bottom line educational transformation?Dexter, Anderson, and Becker 1999 said that there is a strong need to revise the image of computer as catalyst of instructional change p. 237. Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes. Educational technology use, it turns out, is no Trojan horse, despite the wishes and hopes of many of its advocates. In addition, and perhaps more importantly, there are ethical difficulties with assuming that educational technology use should favor student centered, constructivist modes of learning and teaching. In districts in which teachers academic freedom is preservedat least in partarent the pedagogical approaches to be used the result of decisions that each teacher makes, preferably rooted in a well informed knowledge base of both students learning needs and preferences and corresponding methodological alternatives?Can it really be assumed that a particular approach works best in all teaching, learning, school, district, and community contexts?If the goals of technology integration are separated from the goals of educational reform, teacher educators are faced with an important choice. Should we, as educational technology leaders, concentrate our efforts upon developing, testing, and disseminating a wide range of educational technology uses that support a broad spectrum of pedagogical approaches?Or should we recommitand state publiclyour intention to help schools change the nature of teaching and learning through particular applications of digital technologies?Considering that the latter choice has been the largely unstated and, arguably, unsuccessful agenda for the past 20 years of educational technology work, perhaps a new approach is warranted at this point in timeone that genuinely respects pedagogical plurality and honors teachers academic freedom. In choosing differently, we would also commit our efforts in a different direction: to broaden our research and development work to encompass many different digitally supported instructional strategies while trusting our colleagues to consider and choose appropriately among all of them. The choice suggested here is not an easy one to make, since many educational technology leadersthis author includedmay have entered the field with not so hidden educational reform agendas of our own. Still, I urge us to consider seriously whether it is more appropriate to try to change the nature of teaching and learning through the integration of educational technologiesor to help teachers and learners use appropriate curriculum based technological applications more pervasively in all of their varied forms.

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