ABSTRACT
We investigate the challenges that face teachers in their role as collaborators in the design of technology infused reform, and the challenges they perceive in making inquiry and technological tools an integral part of their teaching practice. Teachers' concerns about students, both technology-related and concerns about the difficulty of the academic tasks, outweighed those about teaching. Teachers' task concerns had to do chiefly with the ambitious and open-ended nature of the task and whether students would have the necessary background conceptual knowledge and skills. We also examine the solutions teachers developed to address these concerns, and illuminate important differences between the stance of researchers and that of teachers in the collaborative design process.
