This paper synthesizes issues related to the Internet, Internet curriculum materials (i.e., any type of teaching material or activity that can be incorporated into the K-12 curriculum and is available on the Internet), and constructivist learning theory; it explores the use of the Internet as a constructivist environment for learning and the ramifications of technology infused constructivism. Topics discussed include: the unfiltered nature of Internet curriculum materials; categorization of Internet curriculum materials; weaknesses, strengths, and unique aspects of Internet curriculum materials; possible review and evaluation standards for Internet curriculum materials; teacher resistance to new technology; alteration of student and teacher roles; constructivist learning theory; technology infused constructivism; and Internet curriculum materials in constructivist and objectivist classrooms. (DLS)