Teachers' Challenges with Constructivist Practices in a Technology-Rich Environment

摘要

This multi-case study investigates the challenges of constructivist teaching practices in a technological-rich secondary school. Challenges can be separated into two categories a) perceived-challenges which are declared by the teachers, namely they include: professional development, time, and technical support, and b) concealed challenges, which include: classroom management and change management. The Activity Theory perspective is used to analyze the problem.