This paper describes the advancements that have occurred in the use of educational technologies over the past ten years (1995-2005) and argues that progress has been slow and reminiscent of the slow progress observed in the previous decade (1985-1995). The paper argues that one of the principal reasons for the less than spectacular results stems from the top-down approaches that always seem to drive technology use in education and schools. It argues the need for applications and activities to be driven by bottom-up forces, by the teachers and students themselves and presents the argument that more applied and grounded research at the classroom level is one strategy that can effectively support these aims.