For the past several years, we have been studying the changes in teachers’ knowledge and beliefs about teaching and learning, and the changes in their teaching practice that accompany the use of the new information and communication technologies as an integral part of their instruction in the classroom. The changes that we have documented describe a radically different classroom situation from the traditional one for both teachers and students, one in which participants’ roles (i.e., who is instructing) vary from time to time and from person to person, in which participants’ responsibilities and expectations are much more elaborated and varied, and in which knowledge and expertise is shared across teachers and students. In particular, for the purposes of this current volume, the teachers’ activities in fostering student learning emerge as very different in pattern, although not in kind, from those seen in the traditional classroom.