Abstract
O Reading the Kozma and Clark pieces in this issue has convinced me of at least one point: the debate regarding the influence of media on learning is not the instructional technologists' version of "how many angels can dance on the head of a pin"; I disagree with those who are impatient with the argument and who wish to dismiss it as unimportant. The debate has merit because it helps us to clarify who we are, what we are trying to do, what we know, and how we might best invest the limited resources devoted to future research.
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