Educational research shows that technology can enhance student acquisition of discrete skills through drill and practice. This document presents findings of a study that examined whether technology could provide significant support for constructivist, project-based teaching and learning approaches. It also identified the elements necessary for effective implementation of technology within an educational reform context. Data were derived from case studies that were conducted at nine sites whose programs emphasized education reform and provided authentic activities for students from economically disadvantaged backgrounds. Technology supported teachers' efforts to involve their students in long-term complex projects by helping students to believe that their work was important and authentic; increasing students' ability to deal with complexity; dramatically enhancing student motivation and self-esteem; creating a multiplicity of student roles; instigating student collaboration; and prompting teachers to act as coaches and advisors. Findings indicate that the most economically disadvantaged students can use technology tools to support their own learning, create high-quality products, and support collaboration with others. The implementation of such reforms is unlikely unless the private sector engages actively, constructively, and over the long term with schools. Reform takes an extended period to come to fruition, requires significant resources, and must attend to teachers' needs for support in undertaking both new learning and more difficult roles. A total of 12 exhibits, 3 figures, and 10 tables are included. (Contains 88 references.) (LMI)