| This study examines the issues which are dealt with by one classroom teacher and a collaborating teacher-researcher colleague, while attempting to integrate computers into the classroom. It identifies professional development strategies which might be effective in supporting a teacher in this type of learning situation. The Grade four teacher involved in the study was using the software program "Knowledge Builder" with Macintosh computers.;The conceptual framework for the study is drawn from Donald Schon's work in the area of reflective practice, as well as F. Michael Connelly and D. Jean Clandinin's work on narrative inquiry. This study attempts to incorporate the strengths of both perspectives as each are related to professional development of teachers, and computer integration.;The contribution of this study is the validity and voice which it gives to a classroom teacher and a collaborating teacher-researcher who are aspiring to improve teaching practice and learning in the classroom. The study identifies concerns and issues that arise in the areas of computer integration and the professional growth which occurs in both participants. |
