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The decision of teachers whether to use or not to use computers depends on two basic categories of factors: factors at the school level and factors at the teacher level. At the school level the principal plays an important role in the support of innovations in school. The principal supplies financial, organizational and moral support and should give the innovation a long-term perspective. However, teacher factors outweigh school-level factors. Teachers have strong beliefs with respect to the content of their subject matter as well as to its pedagogy. The case studies described in this article show that those beliefs appear to change only very slowly. Teachers adopt new media if they can use them in accordance with their existing beliefs and practices. From the results of this research, implications are drawn with respect to the content and strategy of initial and in-service teacher training in the field of information technology (IT). The ResearchFrom 1989 through 1991 an integrated set of four case studies was under-taken to describe the day-to-day practice of four teachers from a Dutch secondary school who were implementing the uses of computers in their classrooms (Veen etal, 1991(Veen etal, , 1992. The teachers involved were provided with a computer at home, and one computer and a transviewer in their classrooms. In addition, a fully equipped computer laboratory was provided in their school. The selected teachers included both average and experienced 139 Downloaded by [173.14.173.227] at

In the design of a Telematic Leaming Environment (TLE) in which student teachers leam collaboratively, we consider three clusters of design elements as important: the Telematic Work Environment, the guidance of the instructor and the task instruction. We will have a Iook at the way group and task behaviour, triggered by these design elements influence the collaborative outcomes. Experiments have revealed that the technical environment is not as important as we had expected beforehand. This research shows that the task instruction (pre-imposed structure, role taking and intrinsic motivation for the task) and the group process itself have far more impact on the online collaborative work of the student teachers. D. Watson et al. (eds.

In recent educational literature, it has been observed that improving student's control has the potential of increasing his or her feeling of ownership, personal agency and activeness as means to maximize his or her educational achievement. While the main conceived goal for personal learning environments (PLEs) is to increase student's control by taking advantage of Web 2.0 tools and technologies, there is not a robust learning model available to achieve it. This contribution focuses on proposing a learning model built upon self-regulated learning and student's control theories and concepts, and supported by the learning affordances of Web 2.0 tools and technologies for enhancing student's control by developing and applying Web 2.0 PLEs.

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