The purpose of this paper is to examine the literature in regard to technology and its effect on learner academic achievement. It explores early assumptions and current academic practices, examines several seminal studies on technology effect, and looks at possible future directions for technology and learning research. The paper offers the following conclusions: technology is a design science, not a natural science; if there is no relationship between technology and learning, it is because one has not yet been made. The near term future will integrate all of these separate technologies into one delivery mode, and if educators do not see, use or understand the links between technology and learning, they may find themselves on the "sidelines of their own game." Learning consists of active, constructive, cognitive, physical and social processes. To understand a relationship between technology and learning, the relationship between cognitive processes and the environment must be seen. No matter what medium is used to teach, it is still up to the teacher to inspire the student to want to learn. If technology is not appropriately used to enhance learning, students will become numb instead of enlightened. (AEF)