ABSTRACT. The aim of the present study is to examine and evaluate teaching and learning in virtual worlds, teachers’ affective response to technology, the social context of collaborative problem solving, and significant factors for teachers’ student-centered classroom computer use. The mainstay of the paper is formed by an analysis of aspects of teachers’ technology-related risk perceptions, decisive factors for teachers’ student-centered classroom computer use, the embedding of software tools in classroom contexts, and the planning, production and implementation of educational experiences that are compatible with students’ learning preferences. pp. 184–189

Keywords: teaching, learning, computer use, technology, education