Integrating technology into teaching and learning is increasing exponentially; however, nonanecdotal evidence of its effectiveness is lacking. Using qualitative and quantitative research methods, the impact of implementing a technology-rich learning environment in a marketing curriculum is investigated. A quasi-experimental approach used (1) a pre-laptop program assessment based on perceptual mapping and concept studies, (2) a treatment (laptops and pedagogy changes) assessment based on social cognitive theory, and (3) a post-laptop assessment of perceptual mapping and enrollment data. Faculty and student responses to the new laptop-based environment are provided along with a discussion based on this experience.
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