Integration methods should be based in both learning theory and teaching practice. Integration should match specific teaching and learning needs.
Old integration strategies are not necessarily bad; new strategies are not necessarily good.
Using these three premises as a foundation, this text presents effective theory- and research-based strategies for integrating technology resources and technology-based methods into everyday classroom practices. It is written from the teacher's perspective, making it ideal for both novice and experienced computer users.

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M. D. Roblyer has been a technology-using teacher and a contributor to the field of educational technology for nearly 30 years. She began her exploration of technology's benefits for teaching in 1971 as a graduate student at one of the country's first successful instructional computer training sites, Pennsylvania State University, where she helped write tutorial literacy lessons in Coursewriter II on an IBM 1500 dedicated instructional mainframe. While obtaining a Ph.D. in instructional systems at Florida State University, she worked on several major courseware development and training projects with Control Data Corporation's PLATO system. After working as instructional technology coordinator for the Florida Educational Computing Project (the predecessor of what is now the state's Office of Educational Technology), she became a private consultant, working for companies such as Random House and the Apple Computer Company. In 1981-1982, she designed one of the early microcomputer software series, Grammar Problems for Practice, in conjunction with the Milliken Publishing Company.

She has written extensively and served as contributing editor for educational technology publications such as Educational Technology and Learning and Leading with Technology. Her book with Castine and King, Assessing the Impact of Computer-based Instruction: A Review of Research (Haworth, 1988), is widely considered the most comprehensive review and meta-analysis ever written on the effects of computer technology on learning. Her recent research has focused on identifying ways to help make distance learning courses and programs more effective learning experiences for students in high school and postsecondary education.

Currently, she is Adjunct Professor of Educational Technology, teaching online for the University of Maryland University College's web-based graduate programs from her home in Carrollton, Georgia. She is married to William R. Wiencke and is the mother of a daughter, Paige.

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