10 CHAPTER 1 Introduction value of using computers, and views of constructivist beliefs and practices (Maloy et al., in press; Valdez et al., 2000). To strongly influence workforce preparedness, technology must address issues of teacher training, awareness, and general educational infrastructure. Technology is more likely to be used as an effective learning tool when embedded in a broader educational reform, including teacher training, curriculum, student assessment, and school capac- ity for change (Roschelle et al., 2000). Hardware issues. A decent benchmark of classroom computers and connectivity suggests one computer for every three students (diSessa, 2000). This metric is achievable as 95% of U.S. schools, 2 and 98% of British schools are connected to the web (National Center for Education Statistics [NCES], 2003; Jervis and Steeg, 2000). Software issues. Schools need software programs that actively engage students, col- laborate with them, provide feedback, and connect them to real-world contexts. The software goal is to develop instructionally sound and flexible environments. Unprincipled software will not work (e.g., boring slides and repetitive pages). Rather than using technology to imitate or supplement conventional class- room-based approaches, exploiting the full potential of next-generation tech-