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The National Educational Technology Standards for Students promote constructivist technology use for K-12 students in U.S. schools. In this study, researchers reported on 716 cases in which teachers described technologybased activities they conducted with their students. Narrative analysis was used to examine case transcripts relative to the NETS*S, and the constructivist principles that support them. Findings suggest teachers' instructional technology use has shifted from the drill-and-practice and word-processing usage that was so pervasive in the 1980s and 1990s, to more constructive hands-on tool-based uses. However, teachers missed opportunities to engage their students in higher-order thinking when they limited problem-solving potential and over-structured student design activities.

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