A key question that dominates the literature about new educational technology (NET) is whether the Internet will revolutionize learning? Although many New Zealand schools have quickly embraced the potential of the Internet, too few teachers question: What value the Internet adds to the learning and teaching process? Obviously, we can justify the use of the Internet in school by establishing, beyond doubt, its educational value. However, there can never be one definitive answer given the complex interaction effects that exist between teaching methods, learning processes, online resources and the surrounding educational culture. After all, no two teachers will ever use the Internet in the same way. Accordingly, the real issue is not whether the Internet enhances learning, but whether NET provides a context for creating better learning conditions. As Dede has pointed out, technology can help transform schools; but only if they are used to support new models of learning and teaching (O'Neil, 1995). In other words, "high-tech" schools are highly dependent upon "hi-tech" teachers (Cuban, 1998).

The problem is that much of the rhetoric about Internet-mediated learning still comes from anecdotal evidence and lighthouse projects that bear little resemblance to the conditions of the regular classroom. It is fair to say that beyond these projects, our knowledge about the adoption and adaptation of the Internet in New Zealand schools is limited. At this point, there is very little evidence of meaningful curriculum integration. Moreover, there is a lack of understanding about what constitutes good teaching practice with the Internet (Brown, 1998). The debate about NET standards for teachers is still at an embryonic stage and this issue requires a much deeper level of analysis in terms of the literature on good teaching per se.

With this in mind, the author decided to study proficient internet-using teachers in order to gain some insight into how they integrate new educational technologies into the curriculum to enhance students' learning. The intention was to follow a direction of inquiry that would help to address the technocentric thinking that historically dominates the New Zealand educational landscape. The main research objective was to:

The study was designed to answer the following specific research questions:

The research involved an extreme case, purposive sample of proficient internet-using teachers from a distinct geographical region. It was thought that this sample would provide valuable contextual information that was lacking from prior research. A sample of proficient internet-using teachers would allow an illuminative analysis of the ways in which NET was being used to create conditions for better learning. The sample might also provide some indication of the crucial role of teachers' perceptions and beliefs in shaping patterns of Internet use. It was assumed that proficient internet-using teachers are likely to have a significant impact on how other teachers use computers in their own classrooms.

The identification of proficient teachers is highly problematic, however, in that it depends upon how proficiency is defined and what criteria are applied. Prior research on accomplished, effective and exemplary computer-using teachers (see for example, Becker, 1994; Sheingold & Hadley, 1990; Sherwood, 1993) has failed to address the problematic nature of good teaching. The failure to bridge the NET literature with that on attributes of quality teaching is a serious flaw that warrants further research. In recognition of this problem, the study adopted a dual strategy.

Firstly, specific criteria were developed based on two separate but equally important areas of literature: (a) proficient teaching per se and (b) proficient teaching with computers. It was assumed that proficient internet-using teachers would have a sound understanding of good pedagogy, as well as specialized skills and knowledge of using computers in the classroom. Unlike previous research, the position was taken that proficient internet-using teachers are a subset of good teachers. For this reason, one of the main criterion is that teachers had a clear and well-articulated philosophy of education. A related criterion is that teachers demonstrate a commitment to critical reflection and self-criticism. In addition, these teachers would have a lot of domain knowledge about teaching, including general pedagogy, subject specific pedagogy and NET specific pedagogy. The key point is that good teaching was defined as a cognitive and intellectual activity, rather than just a set of prescribed technical skills in isolation.

Secondly, a Research Advisory Panel was established to represent the interests and perspectives of different stakeholders. The panel members were chosen on the basis that they had different practical and theoretical knowledge about using computers in education, and different perspectives on what constitutes proficiency. The inclusion of a range of professionals with contrasting experiences is consistent with the concept of 'cross-perceptual analysis' in which people with different perspectives had to work together to reach consensus. The Research Advisory Panel provided a systemic and trustworthy way of selecting proficient internet-using teachers for further study.

The panel in the selection of proficient computer-using teachers has a number of other criteria. The criteria includes: (a) regular access to the Internet; (b) at least three years teaching experience; (c) specialized qualifications or professional development in educational computing; (d) weekly use of more than one Internet application in the classroom; (e) recognition of the role of the Internet in developing thinking and social skills; and, (f) confidence in Internet use and beliefs that teaching has been positively affected by NET.

The research involves three phases. First, a questionnaire was sent to a sample of nearly 50 teachers that were nominated to be proficient by information and communication technology consultants, principals and teacher representatives on local school boards of trustees. The nomination process involved nearly 70 primary and intermediate schools within a clearly defined geographical location. Second, interviews are being conducted with a refined sample of teachers perceived by the Research Advisory Panel as accomplished. Currently, the research is still in its second phase. Finally, micro-ethnographic case studies will be undertaken with at least three of the participating teachers who are deemed adept in their use of the Internet for learning and teaching.

The combination of survey, through questionnaire and interview, followed by case study has the potential to gather insightful data on teachers' perceptions and practice. Arguably, perceptions lie at the heart of the effective use of the Internet in education. The methodology offers a chance for the researcher to observe the practice of adept internet-using teachers in the naturalistic context of the classroom. In this regard, it gives the opportunity to build grounded theory with those who work within the culture of the computer learning environment. Potentially, the methodology might lead to the development of more authentic and mutually comprehensible theories directly relevant to classroom practice.

The questionnaire consisted of five main sections: (a) background information; (b) personal Internet experience; (c) use of Internet for learning and teaching; (d) approach to teaching with the Internet; and, (e) opinions about the Internet in education. Questions involved a variety of likert scales, ranking statements, and short answers. The questionnaire design was informed by prior research on internet-using teachers (Barron & Ivers, 1998; Harris & Grandgenett, 1999; Windschitl, 1998). Many of the questions were adapted from a recent national survey of computer-using teachers in the United States (see for example; Becker & Ravitz 1999). The adaptation of this survey together with information gathered during a pilot of the questionnaire indicated the research would provide illuminative data on teachers' background experiences, practices and perceptions concerning the use of the Internet in the classroom. More than 70% of the research sample responded to the questionnaire and preliminary analysis of data reveals some interesting results.

This section describes the main findings from the questionnaire phase in terms of three questions. It reports data on: (a) the overall profile of the internet-using teachers, (b) how the Internet is being used for learning and teaching, and (c) teachers’ perceptions about the value of wired technology in school.

The questionnaire results show the majority (65%) of participants were women and the sample of teachers had considerable (mean of 15 years) teaching experience. Over 80% of the teachers had specific responsibility for the use of computers in their school. Most (85%) of the teachers had received professional development on the use of the Internet and many had undertaken formalized study on the use of computers in education, to an advanced level. In addition, teachers reported they were reasonably proficient in their personal and pedagogical use of computers and the Internet. Table 1 shows that 61% of the teachers perceive they are either proficient or accomplished at using the Internet in the classroom.

Moreover, 78% of teachers report they have good or very good knowledge of recent developments relating to ICT in New Zealand education. Accordingly, there is every indication to suggest the sample selection technique was successful in identifying a group of teachers who perceive they have reasonably proficient knowledge and skills in the use of computers in education.

The majority of teachers, however, report poor or only adequate support from their colleagues and/or school management for using the Internet in their teaching (see Table 2). These data are a potential concern given the profile of the internet-using teachers. It might also indicate that the level of curriculum integration and school-wide penetration of the Internet, beyond the sample, is still quite minimal.

Admittedly, most teachers (60%) did not yet have access to the Internet in their own classroom. The most common access to the Internet was either in the school library or computer suite. There is strong evidence to suggest that most schools are still at an early stage of Internet adoption. Table 3 shows that 32% of teachers perceive they are enthusiastic beginners in terms of their current Internet experience.

Although the majority (79%) of teachers were confident about their ability to use the technology, few rated highly their success at curriculum integration. Table 4 shows that 35% of teachers perceived their success at curriculum integration to be poor. The low level of integration is supported by data gathered on the teachers’ most successful Internet learning experience.

In sum, the participants during this phase of the study were experienced teachers with a sound knowledge of teaching and extensive history of professional development in educational computing. They report a high level of self-efficacy in their personal and pedagogical ability to use both stand-alone computers and networked technology. Many of the teachers perceive, however, a lack of support and are less positive about their success at integrating the technology into regular classroom practice.

The questionnaire results show a diverse range of teaching practices with the Internet. Table 5 indicates the main type of internet applications used by students and teachers on a weekly basis. E-mail and the Web dominate usage patterns with 48% of teachers reporting that students use the Internet some weeks of the year. Interestingly, 26% of teachers report their students are involved in the construction of web pages. However, 4% only report that the Internet is used every week of the year. In addition, it seems that where E-mail access is available in the classroom, the minority of students sends and receives electronic messages in any given week.

Table 6 shows the various internet activities that teachers utilize in the classroom. Predictably, keypal exchanges via E-mail and information searches and investigations using the Web are the most common activities. The majority (approximately 70%) of teachers provide their students with one or more of these online learning experiences. However, a variety of other internet activities are utilized by teachers, including ask an expert, social action projects and virtual field trips. Nonetheless, the connectivity of the Internet does not seem to be exploited on a regular basis by the vast majority of teachers. At the same time, participation in more sophisticated web-based activities, along with the use of electronic publishing, does indicate that a core group of the teachers are making innovative use of the Internet for learning and teaching.

When asked to report on the percentage of time spent using E-mail and the Web in comparison to other software, it is salient to note word processing remains the most frequently used application in the classroom. Furthermore, the majority (70%) of teachers report they are using the computer as a word processor more or much more frequently than previously. When asked to rank the single most valuable computer application, 31% of teachers selected the word processor. Only the Web surpassed this with 36% of teachers. E-mail was listed by 18% of teachers to have the most educational value. It seems that Drill and Practice and Interactive Fiction activities are now less popular amongst the sample of teachers. Few reported making any more frequent use of this software and they were not ranked highly for their educational value.

Obviously self-report data over time is highly problematic, but there is no evidence to suggest that internet-activities are replacing traditional "mind tool" applications. In fact, 60% of teachers perceive they are using database and spreadsheet applications more frequently than compared to three years ago. Of course, this may be related to the greater use of computers per se and the lower ratio of computers per student in New Zealand schools. The interesting point is that while the Web is perceived to have more educational value than many traditional applications, its frequency of use by the teachers in this sample is still relatively low.

At the same time, the preliminary analysis highlights that frequency data can be deceptive. These data are insensitive to the context in which specific software is used in the classroom. The shortcomings of frequency data are demonstrated when teachers were asked to report on the type of learning outcomes they have for their students when using the Internet. Although this question was problematic for some teachers to answer, the responses suggest a dichotomy between learning to use the different features of the Internet, and using the Internet to learn. In other words, some teachers were using the Internet to teach basic skills, whereas others were trying to create conditions for meaningful learning with the technology. This dichotomy shows that at best the questionnaire offered baseline data only on the diversity of practice amongst a sample of internet-using teachers. It does not provide any basis for sweeping generalizations within the sample about the use of the Internet for learning and teaching.

The questionnaire asked teachers to rank a set of statements concerning the educational value of students using the Internet in schools. The top ranking statement for 41% of teachers was to develop children's thinking and problem solving skills. This was closely followed with 36% of teachers by the statement to give children more responsibility and control over their own learning. The thinking and problem solving statement was also ranked second highest by 41% of the teachers. One teacher ranked the statement to develop skills for future jobs and to meet parent expectations as the most important reason, and 18% only ranked the statement to develop children’ basic skills and computer literacy as the second most valuable rationale for using the Internet in schools. Few teachers gave support to the statement to support the individualized and more personal instruction of children.

In another section of the questionnaire, teachers were asked to express their opinion about the Internet in terms of various statements. Table 7 summarizes three of the more interesting responses.

Perhaps not surprisingly, 90% of teachers believe it is important to have personal access at home to the Internet if schools are to make effective use of the technology. However, a lot of technical knowledge is not perceived to be a prerequisite for effective teaching with the Internet. Conversely, a sound knowledge of contemporary learning theory is considered important by 81% of the teachers. There are obvious implications here for policy makers and professional development providers alike.

Finally, teachers ranked the main barriers to effective learning and teaching with the Internet. Consistent with prior research, availability and cost of Internet access was considered the most significant barrier to innovative practice. Nearly 50% of the teachers identified a combination of technical-related problems as the main barrier to curriculum integration. Beyond these concerns, lack of interest, time and teacher knowledge about good teaching, with, and without, the Internet was the next most significant barrier. This supports the claim that in order to harness the educational potential of the Internet new technical knowledge must be linked to new pedagogical beliefs (Brown, 1999). The following quotation from one of the participants captures the view that developments in teaching and technology must change together:

Thus far, the study reveals that the Internet is still at an early stage of adoption by the schools and teachers involved in this research. There is sufficient evidence, nevertheless, to suggest that implementation of NET is being guided by a group of well-educated teachers with a sound educational philosophy. Unlike earlier innovations, at least with these teachers, it seems the technology is not totally driving the direction of the teaching. But those who predict the Internet will transform teaching should not underestimate the subjective nature of the technology and the barriers to meaningful curriculum integration. Even in a purposive sample of early adopters and enthusiastic beginners the Internet is not yet "adding value" to learning on a regular basis.

The conclusion to be drawn from the first phase of the study is that there is still a considerable gap between rhetoric and practice. It is fair to say the hype associated with the superhighway is not being amplified through the voice of super teachers. Clearly, we can learn a lot from teachers who are sensitive to the demands of teaching with technology in the regular classroom. If the early initiatives of these teachers are ignored then the goal of meaningful curriculum integration may remain an elusive dream.

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