The introduction of computers, the Internet, and other Information and Communication Technologies (ICTs) into the school context has proved challenging for many schools and
teachers. In meeting these challenges, professional development for teachers has been seen traditionally as a formal process conducted by an expert from outside the school. Situated and
sociocultural views of teacher learning challenge the efficacy of this model and, recently, the notion of professional learning communities has gained traction. Such an approach emphasises collegiality and collaboration both within and across schools.
This paper examines the nature of professional learning opportunities experienced by New Zealand teachers following their receipt of government subsidised laptops for their personal use. It also discusses the challenges to teachers and school communities in fostering and supporting teachers
learning more about ICT use.
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