For many years, researchers attempted to prove that the use of technology would improve student achievement (Morrison, 1994). Many of these assertions prompted researchers to "test" the effectiveness of these various technologies by comparing a technology such as television or computers to a teacher teaching. While a number of researchers cautioned against such studies as being meaningless and poorly designed (Knowlton, 1964; Salomon & Clark, 1977), Clark's (1983) well-organized review and evidence for abandoning these so called media comparison studies had the greatest impact on reconceptualizing technology's role in education. Clark and Knowlton both maintained that it was not the technology that would affect student achievement, but rather the instructional strategy that was used "with" the technology. This review examines the results from a number of studies investigating the effectiveness of computer use in the classroom. These studies go beyond the media comparison studies that Knowlton (1964) and Clark (1983) have criticized. Not only are they better designed, they answer different questions to provide meaningful information. The first section of this review summarizes a variety of evaluation studies. These studies examine focuses ranging from student engagement to achievement using observations, surveys, and achievement tests. The second section summarizes the results from several meta-analyses. A meta-analysis is a complex statistical methodology that allows a researcher to analyze the results of 10 or even a 1,000 research studies to determine the overall effect. Thus, a meta-analysis provides a rigorous scientific synthesis of the results of many individual studies to quantify the impacts of the instructional technique or technology employed in the various related studies. Six benefits of integrating computer technology into the classroom are discussed.