ABSTRACT
It requires branch changes through the demand for significant changes of practice in the use of computers but also demands root changes through changes in underlying beliefs about pedagogy and the nature of traditional subjects. Root changes are unlikely to occur unless teachers are fully involved in the process. The involvement of teachers in educational change is vital to its success, especially if the change is complex. . . . And if this involvement is to be meaningful and productive, it means more than teachers acquiring new knowledge of curriculum content or new techniques of teaching. Teachers are not just technical learners, they are social learners too.
