Central to the argument about the influence of media on learning is how this influence is measured or ascertained. Conventional methods which comprise the use of true and quasi-experimental designs are inadequate. Several lessons can be learned from this observation on the media debate. The first is that, conventional methods of ascertaining the impacts of media and the instructional method on learning achievement are inadequate. Secondly, that alternative approaches to research are needed to ascertain any such impact. Thirdly, and most importantly, the influence of media on learning need not be limited to its impacts on cognitive outcomes alone. Information and communications technology can influence and support many other aspects of learning and teaching such as the presentation of complex subject matter content, learner motivation, learner independence from the time, place and pace of learning and teaching activities, and individualized and group-based learning and teaching. A useful framework for capturing these affordances is presented in this article. Its focus is on the opportunities or affordances of information and communications technology for learning and teaching activities. The concept of "affordance", which was first articulated by James Gibson within the context of his work on perception, refers to what various technologies and their unique attributes offer learning and teaching activities. This article presents the nature, myths, miracles, and concerns of the four methods for capturing technology affordances: (1) Self-paced learning offline; (2) Self-paced learning online; (3) Group-based learning asynchronously; and (4) Group-based learning synchronously.