The paper describes changes made by two seventh-grade teachers who are participants in project FANC. First, the use of technology prompted each teacher to reconsider his nstructional approach and the manner in which he interacted with students. In general, each teacher developed a more open-questioning form of teaching and required students to actively engage in classroom discussions as well as work collaboratively and communicate ideas to other students in class. Second, access and use of technology expanded the boundaries of the learning trajectory of students’ content understanding. Students were able to process the content in a more sophisticated way than the teachers had experienced in the past. Third, the expansion of the learning trajectories created dilemmas for each teacher in how to use the  formative assessment information made available by the networked technology. Both teachers made use of these features of the networked technology, quick poll, learn check, screen capture, and activity center that enabled them to assess their students’ thinking and to provide opportunities for classroom discussion.

Paper delivered to the Hawai'i International Conference on Education 2010