The call for teachers, administrators and other facilitators of learning to integrate technology in education has been an ongoing one for many years, ever since the term "instructional technology" was first clearly defined in the 1970s, or perhaps even before. [See Reiser (1987) for early definitions of this term.] Whatever may be the interpreted or accepted meaning of the term "instructional technology", it should be appreciated that such meaning has been evolving, and perhaps will continue to evolve as new technologies continue to emerge. Admittedly, the promotion of "technology integration" as a necessary process in education has been increasing with greater confidence in recent years. Those who have advocated for integrating technology into education and training activities have argued this case for many different reasons. Some, like Frederickson (1999) and Woodbridge (2004), have argued that technology integration is important for teacher professional development, since it will help to improve teaching strategies. Others, like Steinburg (1992) and Jonassen (1996), have argued that technology in education can strengthen students' critical thinking; while others, like Zorfas, Corley, and Remz (1994); and Muir-Herzig (2004), have suggested that technology integration in education can even help students with disabilities become more productive learners.