For example, Sandholtz et al. It can drive a shift from a traditional instructional approach toward a more eclectic set of learning activities that include knowledge-building situations for students.
Technology provides more resources for student use in problem solving, thinking and reflection.
Students spend more time collaborating with other students and communicating with teachers when developing tech- nology projects. For the most part, however, these propositions remain untested. Few studies have focused specifically on the relationship between the creation of constructivist learning environments in K-12 classrooms and the role of technology in supporting those environments. Studies have examined the impact on student learning of particular software or particular strategies for using technology. In addition, several scholars have published theoretical perspectives and approaches to the use of technology that reflect elements of constructivism.