Spending on instructional technology has risen five-fold in the last ten years and few areas of education have attracted more attention than the ways in which technology can assist the learning process.  But to what end?  This presentation addresses the massive influx of dollars into instructional technology and then raises a simple, but direct question: what difference has all of this spending and new technology made?  The answer, as one might suspect, is not nearly as clear as proponents would suggest but better than the worst critics would have us believe.  In the end, this presentation argues that the best technology plan is a good education plan, one in which there is a demonstrable relationship between the use of the technology and discernible learning outcomes.  In education at all levels in general and in higher education in particular, knowing what you want to teach is as important as the kind of technology that is used to teach it. The presentation recapitulates a host of studies from the last several years that underscore that more modest claims are probably in order when making the case for spending on instructional technology.