The
use of computer technology to support learning has been difficult to
document and quantify (Clark, 1994; Russell, 1999), leaving the role of
computers in the classroom precarious. In the past decade, a sudden
resurgence of interest was markedly observed in the classroom use of
technological innovations, along with the increased use of the Internet
and other digital technologies (Reiser, 2002). The field of Instructional
Design and Technology, too, saw the evolution and emergence of alternative
approaches, such as cognitive and constructivist theories, that deviated
sharply from traditional practices, such as behavioral models. New
emphases, like electronic performance support systems, web-based
instruction, and knowledge management systems, not only shook the
knowledge base of the field, but also widened its horizon across business
and industry, the military, health care and education, worldwide (Reiser,
2002). Initiatives, such as situated learning theory and constructivism
presented fresh approaches to bring about reforms in the domains of public
education and higher education (Anderson, Reder & Simon, 1996; Brown,
Collins & Duguid, 1989; Jonassen, 1999; Reiser, 2002).