I n the early eighties, I began helping teachers add computer technology to their pedagogical repertoire. Eighteen years and over a thousand professional development sessions later, I find myself doing remarkably similar work. My efforts to assist educators in using computers as a medium for learning, self expression and school reform has taken me from the South Bronx to Sydney, Australia. I have worked with schools in which every student and teacher has a laptop. I've considered these challenges carefully and conclude that in order to develop meaningful, systemic professional development, we must answer the question of why computers should be in schools.
Computers increase opportunities for intellectual development and creative expression.
In schools, computing can serve as a catalyst for educators to discuss the nature of teaching and learning while reacquainting themselves with the learning process. Yet in many districts, professional development is held captive to three pernicious myths. Osmosis One approach to staff development has school districts providing teachers with a computer in order to manage clerical tasks. The wide-eyed hope here is that someday this computer will magically be used to enhance student learning. This approach falls short for a number of reasons.