Can computer based integrated learning systems (ILSs) positively effect teaching? This is a controversial area among many educators. An ILS has courseware and management software that run on a computer network. The system works across grade levels and covers many curriculum areas. It also includes a management piece that reports student progress. Studies show positive student, teacher, and administrator satisfaction with ILSs. These studies did not show the impact of ILS on student achievement during the first year of the study. However, during the second year those classes that were encouraged to increase their time using an ILS, and where teachers were more involved, did show an improvement on standardized tests compared with traditional classes.

Many ILSs are instructionally designed around behaviorally oriented instruction such as clear presentations of rules, followed by examples and drill and practice items with feedback. The lessons are aimed at a learning level and build sequentially based on the user's pace. In addition, the ILS provides a management system that can evaluate learning and offer various forms of assessment. In order to improve student achievement, the authors suggest that six conditions need to be present: a sound implementation guide, an appropriate hardware configuration, adequate time on the ILS, adequate computer equipment, effective ILS teaching, and supportive administrators.

An ILS can be valuable to students and teachers if the teachers have the time to learn the system and use it to integrate with curriculum instruction. An ILS cannot be used as a supplement to learning, but needs to be used with other learning activities. If the ILS is used as an integral unit of learning it will be beneficial by motivating students to learn, offering learning resources, providing effective assessment and reporting, offering individualized instruction, and allowing teachers to be facilitators of learning while students take on a more active role in their learning. In addition, some ILSs offer more than just drill and practice by supplying materials that enable students to work through discovery learning and problem solving. These types of ILSs are more advantageous to the student because they offer exploring, reflecting, and understanding. Also, ILSs are very useful with students with specific needs, such as ESL students, because the programs can be set to their learning needs. If the time, energy, and resources are available to implement an ILS properly, then the system can be of use as an integral part of teaching.