How proficient IT teachers integrate computers into the curriculum

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This article describes a study of proficient computer-using teachers in New Zealand elementary and middle schools. It addresses the problem that in the past there has been a tendency by policy makers and researchers to ignore the voice of classroom teachers in their efforts to integrate the computer into the regular curriculum. Accordingly, the research documents the experiences, perceptions and practices of a purposive sample of proficient computer-using teachers. The intention was to learn from practising teachers’ valuable experience and collective wisdom. A systematic research methodology was adopted over three phases involving: (a) questionnaires, (b) interviews, and (c) micro-ethnographic case studies.Information gained from the research together with an analysis of related literature is used to identify ways to create better conditions for learning with information technology (IT). A distinguishing feature of the proficient computer-using teachers is that they sought to establish a socially interactive and reflective ‘community of practice’ within their classrooms. This learning environment can be understood as a collective zone of proximal development (ZPD) in which all students can work to achieve their optimal potential. The article concludes that new theories of practice are required which are more responsive to the demands of using IT in the regular classroom. However, teachers still have much to gain from a better understanding of contemporary educational theory as it relates to the computer learning environment.