Prior researchers of technology-mediated learning (TML) have expressed concerns about the lack of theoretical foundation and the lack of the investigation of the role of information technology (IT) in enabling individualized learning methods. In this paper, I review the literature published during the period of 2002–2006. Based on 28 articles reviewed, it is noted that a majority of the papers are firmly grounded on theories or theoretical frameworks; empirical research has been dominant in TML literature; and most of the investigations focus on relationships between contextual factors and learning outcomes and learning experience.