This paper discusses the Teacher Development in Information Technology in Schools in New Zealand. It addresses the question of whether we can logically decide whether one research programme is better or worse than another, and if they are incomparable, what are the implications for educators and teachers who are trying to legitimate and organise appropriate action research in their classrooms. The paper looks at the problem of legitimation within the sciences. The current mainstream methodologies are discussed in relation to the Teacher Development in Information Technology in Schools, and an argument for a methodological eclecticism is made. ÒA new scientific truth does not triumph by convincing its opponents and making them see the light but rather because its opponents eventually die and a new generation grows up that is familiar with it (Max Planck).