This document analyzes the following five large-scale studies of education technology: (1) "Meta-Analytic Studies of Findings on Computer-Based Instruction" (J.A. Kulik) employed a statistical technique called meta-analysis to aggregate the results of over 500 individual studies to draw a single conclusion; (2) "Report on the Effectiveness of Technology in Schools, 1990-1997" (J. Sivin-Kachala) reviewed hundreds of individual studies whereby the authors shed light on consistent patterns that emerged across studies; (3) "Evaluating the Apple Classrooms of Tomorrow" (E.L. Baker, M. Gearhart, & J.L. Herman) reviewed a partnership between Apple and five schools across the nation; (4) "West Virginia's Basic Skills/Computer Education Program: An Analysis of Student Achievement" (D. Mann, et al.) reported the results of West Virginia's 10-year statewide education technology initiative; and (5) "Does It Compute? The Relationship between Educational Technology and Student Achievement in Mathematics" (H. Wenglinsky) assessed a national sample of fourth- and eighth-grade students using newer simulation and higher order thinking technologies. An evaluation of two smaller-scale studies that point to the promise that newer technologies currently afford is also included: "Computer Support for Knowledge-Building Communities" (M. Scardamalia & C. Bereiter) and "Software Design as a Learning Environment" (I. Harel & S. Papert). Conclusions are summarized related to impact and effectiveness. (AEF)