Effective assessment of teaching and learning with technology requires a capacity to map learning outcomes. Student attitudes of the use of IT are measured in a structural equation model derived from an instrument based on the principles of undergraduate practice of Chickering and Ehrmann (1996). Institutional and background data are included. By employing path analysis derived from reliable measures, assessment can assist administrators and faculty in understanding the role of instructional/information technology (IT) as a value-added component of undergraduate education. IT Academic Use (R[superscript 2] = 0.158), Course Learning Management (R[superscript 2] = 0.584), Academic Performance (R[superscript 2] = 0.785), and IT as a Value-Added (R[superscript 2] = 0.195) component of teaching and learning are examined. An appendix contains: Teaching and Learning with Technology Spring 2008 Survey Reliability Statistics. (Contains 1 figure and 3 tables.)