andards that have related to and in some cases addressed technology and learning issues over the past few decades. He concludes with the notion that it isn't technology that lets students down it is the quality of teachers – and their lack of technological knowledge and understanding of how to implement constructivism. Chapters 2 (academic debates about technology's usefulness) and 3 (case studies of the good, bad, and worse computer-in-classroom scenarios) are partly autobiographical and partly editorial, but Chapter 4 offers data, facts, numbers and more evidence that constructivist approaches work best. Chapter 5 is more of the author's advocacy for additional – and better – use of appropriate technologies in classrooms, and for the tools with which to measure the effectiveness of those technologies.
             Wenglinsky's main issues with technology in schools: The author provides a lot of evidence – justifiably slanted in the direction of his constructivist leanings; it's his book – that, as he writes on page 78, "constructivist teaching" and "constructivist opportunities" can help prepare students for the world outside classroo
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