Today the most successful expression of the behavioral approach to educational technology is the integrated learning system (ILS). In "Educational Computing: Learning with Tomorrow's Technologies", Maddux, Johnson, and Willis (1997) describe ILS as follows:
 

ILSs are offered by a number of companies and, because they often include both the software and hardware, can cost $100,000 to $700,000 per school if every student in the school will use the system for at least some instruction each day. Although expensive, they are often touted as the "total" solution to low-achieving schools, something that can be very appealing to a school board, superintendent, and principal. In fact, they have so much appeal that Bailey (1992) wondered, "Why do they [ILS] continue to dominate the school technology market?" when many new forms of technology-supported teaching and learning are available. Using figures from 1989, he concluded that sales of ILS systems account for half the money schools spend on educational software.

Although they vary considerably, most ILSs have four characteristics in common (Maddux & Willis, 1993).

Shore and Johnson (1992) concluded that ILS systems' strength are in three areas. Some critics, however, would probably consider many of Shore and Johnson's ILS strengths as weaknesses because they express a factory model of instruction in which students are treated as products who, with quality control, will be shipped from the factory with exactly the same basic knowledge. Most critics would, nevertheless, generally agree with Shore and Johnson's list of ILS weakness.