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CONCLUSIONS
In this article, we have attempted to define a framework that brings together the multiple dimensions of integrating technology with the learning process. Our goal is to establish the relationships among the various dimensions of instructional objectives, delivery system, and learning outcomes (see Figure 3). This is done with the aim of identifying the need for and laying a foundation for controlled studies that contribute meaningful inputs to the open question on the effectiveness of technology on learning outcomes. Only through systematic research and assessment will we identify the appropriate technologies to deliver specific learning objectives and materials. This framework was developed to provide some guidance in the development of this research agenda.
We identify that this is but a first stage in providing meaningful answers to these questions. We submit that additional work must be completed in reviewing the previous and current research that contributes to the matrix identified and, consequently, which areas of the matrix remain open for future assessment. Jones and Paolucci (1997) identify that less than 5% of research completed to date may contribute in this respect; this finding leaves substantial work for the future. In fact we argue that it is this lack of research addressing the specific mix of the dimensions discussed that warrants this type of academic discourse. Additionally, we agree that although this framework addresses the teaching--learning process and the potential for technology to contribute to the system, it ignores what may be a major consideration that at some point must be considered in a full multidimensional analysis: cost-effectiveness. Given the investment in technology, we must at some level consider the incremental cost of adding technology to the process and the value added to the learning outcomes by the expenditures made. This may indeed be the most difficult of all dimensions to assess.