Efforts to evaluate the use of technology in education tend to be inconclusive because they lack specificity about what types of technology are being considered, what types of evaluation are being used, or both. While different evaluative studies focus on different valid objectives, the studies will provide generalizable information of practical significance only when all the objectives and their interrelationships are considered together. The authors of this paper find it useful to cluster evaluative studies into three groups: those that treat the extensiveness of the spread of technology; those that treat the effectiveness of technology in improving student motivation, retention, and learning, as well as both student and teacher satisfaction with the learning process; and those that treat the endurance of innovations following implementation. The document briefly reviews the findings of these kinds of major studies in each of three major technological categories: telecommunications, motion picture and video technology, and computer technology. The experience of Miami-Dade (Florida) Community College with a computer-managed instruction program called Response System with Variable Prescriptions (RSVP) is described to clarify the benefits of technology and the difficulties associated with evaluating those benefits objectively. (Author/PGD)