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The U. S. National Educational Technology Plan U. S. Department of Education, 2005 described the mismatch between educational technology leaders visions and educators practices in simpler and more evaluative terms: Yet, we have not realized the promise of technology in education. Computers, instead of transforming education, were often shunted to a computer room, where they were little used and poorly maintained. Does the promise of technology integration necessarily require bottom line educational transformation?Dexter, Anderson, and Becker 1999 said that there is a strong need to revise the image of computer as catalyst of instructional change p. 237. Though teachers in the nationally representative sample they studied acknowledged that computers helped them to change instructional practice over time, they cited experience, organized professional learning, and school culture as the primary factors provoking instructional changes. Educational technology use, it turns out, is no Trojan horse, despite the wishes and hopes of many of its advocates. In addition, and perhaps more importantly, there are ethical difficulties with assuming that educational technology use should favor student centered, constructivist modes of learning and teaching.