Table of contents

ICT AND TEACHER EDUCATION: A Lifelong Learning Perspective by Mohamed Chaib & Ann-Katrin Svensson

ICT AND SCHOOLS IN THE INFORMATION SOCIETY: New Positions for Teachers by Birgitte Holm Sørensen

THREE WAVES OF TEACHER EDUCATION AND DEVELOPMENT: Paradigm Shift in Applying ICT by Yin Cheong Cheng

THE CHALLENGE OF ICT INTEGRATION IN HONG KONG TEACHER EDUCATION (AND ELSEWHERE): SWOT as a Strategic Approach to Dialogue, Interpretation and Encouraging Refl ective Practice by Cameron Richards

LET’S THINK ABOUT IT: Considering the strengths ofweb-based collaboration by Tor Ahlbäck & Linda Reneland

PRONETT: Networking Education and Teacher Training by Ton Koenraad & John Parnell

FRAMEWORKS: BUILDING PURPOSEFUL SOCIO-TECHNICAL LEARNING NETWORKSIN TEACHER EDUCATION by Margaret Lloyd & Michael Ryan

SHARING THE DISTANCE OR A DISTANCE SHARED: Social and Individual Aspects of Participation in ICT-Supported Distance-Based Teacher Education by Jimmy Jaldemark, Ola J Lindberg, Anders D Olofsson

THE ARTEACH PROJECT: One Strategy for Integrating ICT Skills and Curriculum Design During Pre-Service Teacher Training by Wesley Imms & Elizabeth Lloyd

COLLABORATIVE ICT LEARNING: Teachers’ Experiences by Christina Chaib

SOCIAL STUDIES TEACHERS’ ICT USAGE IN TURKEY: State, Barriers, and Future Recommendations by Ismail Guven & Yasemin Gulbahar

TRANSFORMING THE “CONTEXT” OF TEACHING AND LEARNING: Issues and Directions for Planning and Implementation by Sui Ping Chan & Pui Man Jennie Wong

ICT IN THE LEARNING PROCESS: As Part of a Dialogue When Teachers Encourage Pupils’ Learning by Stefan Svedberg & Jörgen Lindh

This paper discusses some basic aspects of computer-based education in Sweden. Reporting the results of three ongoing studies conducted at the University of Jšnkšping, the central roles played by the teachers in computer-based education is thoroughly analysed. The studies reported in this paper were all conducted at the comprehensive school level. In the first one, studentsÕ communicative interactions in front of the computer were compared to the interaction occurring in other forms of activities. The second study is concerned with the analysis of how students communicate between themselves when working with different types of software. Finally the third study is related to the analysis of teachersÕ Social representations of information technology in educational settings. In all three studies, we found evidence for the central roles teachers are playing in the process of monitoring communicative interactions in front of the computer. Our discussion will particularly address this aspect of IT-based learning. We furthermore find evidence for teachers ambivalence and confused representations of the computer as a technological teaching device. From these empirical evidence we discuss, in this paper, some possible outcomes for computer based learning in the future. We will particularly pay attention to the necessity of a better understanding and enhancing of teachersÕ preparedness for the roles they are expected to play in this important educational issue.