Constructivist teaching has become a dominant theme in educational literature in response to the positivist model of education that is prevalent in schools. In order for K-12 education to become more constructivist, there must be a qualitative change in teaching practice from didactic to self-directed student learning. The use of online technology as computer mediated communication encourages teachers to become more committed to individualized instruction and small group work, which are both elements of self-directed students. This study investigated the attitudes and practices of educators who are participants in online educational discussion groups. The sample consisted of 25 respondents representing 16 states and 6 countries, and elementary, secondary, and K-12 schools. Teachers from two different groups of schools were identified: those who work in an environment in which the use of online technology is thoroughly infused in all aspects of the curriculum; and those for whom there is little support for their use of online technology in their classroom. Online interviews were conducted to determine if those using online technology as an integral part of the school curriculum are more likely to exhibit the attitudes and behaviors of constructivist teachers than those who do not. The study found that (1) a high degree of access to online computer technology enhances constructivist teaching and learning, and (2) a positive school climate is needed for access to develop. The interview questions are included. (Contains 63 references.) (Author/SWC)