Following two decades of computer use in schools we still do not understand connections between the knowledge represented in computer-based learning activities, the activities themselves, and the hardware and software that technically enables the activities. This paper reports on the utilisation of constructivist-like practices with pre-service and in-service teachers. The practices described originated in research into learning environments in Logo and Boxer. However they have a much wider applicability to schools, especially in the way the World Wide Web can be used as a tool for promoting effective learning.
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