After decades of investment in information technology, the promised revolution in education has yet to come. With the growing accountability pressure, evaluation of educational technology programs is laden with the hope of demonstrating technology does make a positive impact on education, especially student achievement. Troubled by a flawed question, however, this approach to technology evaluation is shown to be simplistic and inadequate for understanding the complex and dynamic relationship between technology and education. This chapter further introduces recent development in evaluation theory and method as well as latest perspectives on technology in education, and discusses their implications for technology evaluation. Based on the discussion, a logic model is proposed to serve as prototype for evaluating technology programs with adaptations and adjustments that are subject to local context.