ABSTRACT
The development of information technology in teachers’ professional work and its development within organisations appears to occur in phases, rather than as one smooth transition. Evidence from around the world shows that it frequently starts with the adoption of an application or two by enthusiastic individuals. A middle phase involves leadership by a co-ordinator who frequently begins with an attempt to standardise hardware and software, then often changes the focus to the curriculum. At the end of the development an ideal situation can be the infusion of technology throughout the organisation, where it is used and developed by everyone, as and when appropriate. While this ideal state may remain unattainable, given the rapid development of the technology, this chapter describes strategies to move towards it. An additional, idealistic view is that teachers should be thoroughly prepared to use IT during their initial training. This chapter draws some lessons from those in universities and schools who have been working to achieve this. It reflects on a range of strategies they have explored and the underpinning models of professional development. It is divided into sections which deal, in turn, with strategies for individual development; additional issues arising for the development of practice across a group; and the necessary development of the organisation as a whole, including strategies which assist the development of this infrastructure.
