Two studies examined effects of computer-assisted (CA) teaching methods in introductory psychology classes. In Study 1, we provided students with lectures supplemented with either overhead transparencies or CA visuals. In Study 2, we compared students who used an optional Web site with students who did not. In both studies we held constant lecture content, course instructor, exams, and assignments. Results of the two studies showed that students liked the CA teaching interventions, although CA instruction had no effect on student performance in the courses. Based on these and other published findings, we recommend that universities examine closely their goals and priorities when devoting resources to instructional technology.