The education of science teachers necessarily involves instruction around the use of computer technologies. Acadia University, a laptop institution, offers a unique setting where students are immersed in the critique of pedagogical applications of computers. The current trend to employ constructivist approaches in teaching provides a backdrop for this article, which offers a discussion of two interactive communication strategies namely asynchronous electronic discussion and negotiative concept mapping. The impacts of these approaches have been addressed with students through surveys and qualitative interviews.