Examines the cognitive approach to understanding teaching which places emphasis on how teachers are compelled by the thoughts they think while acting. States that such knowledge offers a vital but partial account of why teachers do what they do. States that further research must investigate how cultural and social understanding influence teaching…

Reviews the efforts of eight teachers involved in a study using microcomputers in schools. Reflects on how the pursuit and politics of institutional reward and innovation can undermine good practice. Advocates the use of critical thinking when participating in ethically justified innovation. (KO)

Examines the premise that experience with computers can fundamentally alter teaching. Contends that the promise of computers and other educational technology is overstated. Presents a case study and summaries of other studies that suggest a teacher's instructional philosophy is a more powerful determinant of computer effectiveness. (CFR)