Abstract
This paper seeks to explore the new roles that some French teachers of physical sciences are developing through the use of information and communications technology (ICT). Based on a content analysis of e-mails from a French ministry of education physical sciences mailing list and follow-up qualitative interview data with twelve teachers, it identifies and examines the perceived new roles of teachers alongside their use and appropriation of new technologies. The paper develops the argument that the introduction of ICT changes the role of physics teachers, with scientific knowledge no longer solely on the teacher's side but now shared between different sources.
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