In November 2004, economists Thomas Fuchs and Ludger Woessmann published a statistical analysis of the relationship between technology and student achievement using year 2000 data from the Programme for International Student Assessment (PISA). The 2000 PISA was the first in a series of triennial assessments of 15-year-olds conducted by the Organisation for Economic Co-operation and Development (OECD). The assessment included problems in reading, math, and science, as well as questions about student background, school characteristics, and information on the use of computers and the Internet at home and at school. Fuchs and Woessmann analyzed data from 31 countries: 96,855 students tested in math and 174,227 students tested in reading. The contention of this paper is that, even if the regression model were more complex, the sampling issues resolved, and the reliability established for all items, no more than the following still remain: (1) the presence of technology is not, by itself, related to student achievement; and (2) the use of technology may help or hinder academic learning, depending on the nature of the use. The quality of data in a survey such as PISA 2000 simply does not permit much more elaboration.