Technology and the corresponding constructivism are creating an educational agenda where the process of learning is valued at least as highly as the outcome. Since technology entered the classroom, learning goals have expanded from facts and knowledge by subject to intellectual curiosity and a love of learning. Students are engaging in their own meaning-making, or knowledge production, through project-based learning that reflects their interests and abilities rather than solely seeking to meet content area standards. New learning goals for students have greatly altered the role of teachers. This paper will explore some of the primary issues in teacher training and development that accompany technology integration into classrooms including: • What teachers need to learn pedagogically, technically and psychologically to incorporate technology into the curriculum; • How teachers can learn the necessary skills required for such classroom change; and, • What role teachers can and should play in the change process.