Basing instruction on constructivist learning theory requires a different dynamic from teacher-centered, textbook-driven classrooms. Anyone thinking about making changes in the classroom will have many questions.

With so much student activity and autonomy, will chaos ensue and learning collapse?

Changing to a learner-centered classroom does not demand the abdication of the teacher's classroom authority. While responsibility for learning is shifted to the student (something most teachers welcome), the teacher is still the leader, organizer, arbiter, planner, and classroom manager. Indeed, these roles are intensified since a structured environment must be in place for student learning to occur. Noise and activity levels may be higher, but they should be the products of students who are engaged in and excited about learning.

Can our students do it? Do they have the self-discipline, the interpersonal skills, or the desire to direct their own learning?

It is tempting to inventory students and conclude that they have neither the interest nor the ability to be successful in such a classroom. However, performance in a traditional classroom is not an indication of the way students will react in a different setting. In fact, the academic problems and boredom of many students may indicate that traditional instruction is failing to reach them. Just as teachers will need time to learn new techniques, students will also need models for different ways of thinking about school. Some students will quickly recognize their new role, but others will continue to look to the teacher for all instructional authority. Collaboration is difficult for some students and a teacher will need to reserve some time at the beginning of the school year to train the class in their roles as team members.

Can I cover the curriculum, and will my students pass the state test?

Teachers can and do cover the curriculum, successfully preparing students for external tests, while teaching in learner-centered classrooms. To do so demands a firm connection to the goals of the curriculum, assuring that student activities result in skills that accomplish those goals. Matching instruction with students' natural inclination to learn should support better understanding of the curriculum.

How much work will it take to change my teaching?

Shifting from a traditional, teacher-centered classroom setting to a learner-centered one is time- and labor-intensive. We do not advocate a sudden dramatic shift to this type of classroom but suggest taking the initial steps that feel most comfortable. Change must be gradual, incremental, and self-paced.

Computers are dynamic learning tools. They can offer students a variety of real-world and interactive learning experiences that cannot be replicated by other classroom tools. Such an observation does not suggest that books, microscopes, or other classroom tools be subordinated to computers. Rather it is an invitation to use computers in concert with other resources to engage students in active construction of knowledge and authentic problem-solving. Only then will the environment truly support learning while integrating technology.

The value of computer technology is that it allows students to transcend "2 x 4 learning"--learning confined to what's between the two covers of the book and within the four walls of the classroom. With software that allows exploration and replication of real world tasks, students can glean information and learn in ways not supported by textbooks alone. Despite the potential of educational technology, however, several qualifiers must be kept in mind.

First, computers in and of themselves will not make a student learn. There is always the danger that administrators, teachers, and students will fall victim to the "gee whiz" aspect of computers and let the computers become both the instructor and the curriculum. Such a scenario may result in more harm than good for students. For computers to fulfill their promise, educators must establish environments that prompt reflection and discussion. Activities are focused on problem solving and students are involved in knowledge creation. The deployment of the computer as an electronic textbook or babysitter does not harness the power of the medium.

Second, books and other learning materials should not be abandoned in favor of computer technology. Like computers, books, maps, paint brushes, microscopes, and other nontechnological tools are valuable real world tools that enhance and make learning possible. Multiple resources--technological and nontechnological--must be used to address multiple learning styles and curricular goals.

The introduction of computer technology demands a tremendous amount of physical and organizational restructuring--for administrators, teachers, and students. Schools must determine their educational goals and the ways technology can help them realize such goals. Teachers need high quality professional development and access to on-site technical assistance. They must be offered the flexibility, support, resources, and time to carry out the changes required by a technology-rich environment that supports learning.