In this study, we examined the use of computers by teachers and their perception of the impact of computers on their classroom practice. These data draw from 47 teachers from 20 K–12 schools across three states who each completed a questionnaire, participated in three semistructured interviews, and allowed three observations of their classroom. The teachers who had adopted more progressive teaching practices over time felt that computers helped them change, but they did not acknowledge computers as the catalyst for change; instead they cited reflection upon experience, classes taken, and the context or culture of the school. We conclude that for teachers to implement the use of educational technology in a constructivist manner, they must have opportunities to construct pedagogical knowledge in a supportive climate.
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