This paper examines issues of integrating technology into teacher education. By looking at a case-based pro ject designed to help preservice teachers at two United States higher learning institutions to examine and re fine their beliefs about teaching and learning through collaboration via electronic mail, the study attempted to investigate how computer networks can be effec tively used to enhance constructivist learning. Major findings include: (1) case-based projects promoted criti cal

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... g and knowledge revision; (2) collaborative thinking and critiquing were affected by many factors technology was only one of them; and (3) technology was more effectively learned when embedded in content based projects.