Many professional development programs have aimed at integrating technological tools into teaching/learning scenarios. Such programs typically include the curricular subject matter content, pedagogical aspects and instructions pertaining to the use of specific tool/s. However, researches show that the enactment of such teaching/learning scenarios in classrooms most of the time differ from what was intended by the developers of the programs (e.g., Squire, MaKinster, Barnett, Luehmann & Barab, 2003), and that many teachers do not integrate technological tools into their daily teaching practices (OECD report, 2004). The innovative idea that teachers should assume responsibility for organizing such integration processes (Schwarz & de Groot, in press) was the catalyst to develop an annual teachers' professional training and development program as part of the european project KP-Lab (KP-Lab FP6-IST-2004, 27490). This program introduces to the teachers many technological tools, including open tools (such as Wiki, blogs, chat and forums) as well as mediating tools (e.g., Digalo, Map-it, Shared Space, Micells). The teachers are also provided with technological and pedagogical support from expert teachers in order to address difficulties/questions arising during work with such tools (e.g., copy-paste habits, lack of control on information resources). In this innovative program, the teachers are required to apply what they have learned, in the professional training, in their own classrooms, by designing curricular units of learning activities which make use of one of the tools presented in the program and implementing them with their own students. This study examines how pedagogical ideas (related to the use of technology) in the training context are translated into the daily work of the teachers in the classroom. How are the technological tools integrated during the teaching sequences? What are the teaching and learning practices? This research will help to promote understanding of teachers' integration of technological tools into their daily teaching work, as well as promoting teachers' independence.

This is a qualitative research, focusing on the twelve teachers who currently participate in the above-mentioned professional development program. The research documents the process the teachers go through during the program and focuses on four case studies. The data includes observations, interviews and questionnaires.

The learning units created by the teachers participating in the program show great diversity, both subject matter-wise and technological tools-wise. Analysis of these units shows that most of the teachers integrated the use of computerized tools after learning activities which present the main subject/idea. The teachers used the technological tools for several reasons: to stimulate discussion that broadens the ideas; to integrate between different ideas; and to perform reflective analysis of the learning process. At the current stage of the school year, the teachers are starting to enact in the classes the first unit each of them has developed. Initial findings show that in spite of the early planning phase, the use of technological tools is not naturally integral to the learning/teaching process. It seems that the gap between plan and practice has to do with teachers' lacking confidence in their knowledge of the technological tools, as well as with school constraints (e.g., computer lab is occupied). Primary analysis of the teaching practices shows that the teachers try to hold on to their practices from the "regular" lessons (i.e. lessons that don't integrate use of computers), even in the framework of these innovative lessons. The process can be seen as transition between different learning and teaching contexts. Context that include: the technological tool, the teacher and the students.