Paper 1 Teachers' professionalism, ethics and politicising technology Yngve Nordkvelle, Lillehammer University College The "failure" of educational computing is often attributed to deficiencies of practice: resisting teachers and lack of will, competence and sincerity on behalf of the teaching profession. But the complexity of school life and teachers' work has been underestimated by the entrepreneurs of educational computing. Theoretically there is a need to approach this area from a different angle. I will suggest there is a need to reframe the issue of ICT in schools with educational policy and discourse with education, rather than with technology in mind. In order to reach that goal there is a need to inculcate "technology" as an ordinary part of teachers' vocabulary about their own work and as a part of their professional ethos. John Dewey coined the term "politicising technology" as a virtue for all practitioners, meaning that practical dealing with technology always require a conversation between practice and theory. This conversation should be an inquiry. This inquiry should deal with developing new and better tools for articulation of problems, testing of ideas and practices as well as instruments, driven by norms set by educators. According to Larry Hickman (1995) this is a way of politicising technology that arise from the process of politicising technology, not from theoretical prescriptions of it - it is performed by the practitioners. And further: this process is based on democratic learning within the community. Dewey's conception of technology was comprehensive and certainly not limited to the use of particular artefacts. Teaching methods, tools, books and classrooms were technologies at hand for learners and teachers alike. Democracy was, likewise a much broader conception than simple maintenance of political institutions, it was rather a "belief in the ability of human experience to generate the aims and methods by which further experience will grow in ordered richness" (LW 14:229). John Dewey linked the politicising of technology and democratic development of the society very closely together and opens new areas for further exploration in ethical matters of the implementation of ICT in education. For Dewey there exists no principal difference between the book, the overhead projector, timetables or teacher's formal training, they are all elements of the educational technology; in Hickman's interpretation: "technological revolution is not a matter of distinguishing technologies from the ways in which we use them, because our technologies are the ways we use them". Dewey is, by philosophers of technology, focused as the initiator of the concept of "social responsibility" of science and technology. Resistance towards implementation of ICT in schools, is merely expressions of the process of politicisation of the new technologies, and it extends the observation Dewey made: it expresses the technology itself. Therefore this cannot be seen as a "failure" but as an ongoing struggle. Engaging in this process is therefore an act of making the democratic development work. The goal of "ordered richness" of socially responsible technological development is therefore an imperative for all teachers and researchers in the field, according to Dewey. Thereby teachers can take "technology" back to teaching instead of relying solely on the artefacts and ideologies of technology implemented from elsewhere. The paper will introduce this vision of technology and politicisation to prevalent ideas about professionalisation of teachers and teaching ethos regarding ICT in education, as suggested in the work of John Olson (1988, 1992), Nicholas C. Burbules (2000) and others. Paper 2 Ethics and ICT in education John Olson, Queen's University, Ontario For nearly two decades the implementation of ICT in education has been investigated, and my work has particularly been related to science education, and in relation to a broad range of concerns, such as to curriculum, teacher work and the moral dimensions of the life in classrooms. It has been important to describe and interpret the implementation of ICT as a case in the broader picture of educational change makes his contributions important reminders of the more profound ethical issues underpinning any educational innovation. In contrast to rejecting technology as one obvious alternative for critical thinkers in this field, it has been necessary to establish a historically based concern for technology and broaden the discussion about technology seriously. It has been an alternative to see how teachers cope with the matters of implementation and ask questions that goes beyond the emphasis on efficiency, namely: "what can be done, what ought to be done". Science and technology teachers are concerned with these issues because they have to deal with the values of science and technology simultaneously as using educational technology e.g. as both curriculum and method. The handling of technology is therefore deeply embedded in the culture of teachers. Within the context of the International Study Association of Teacher Thinking (ISATT) one has written about and developed a framework for the understanding of teacher's work as a moral undertaking. Using computers in classrooms has ethical ramifications: To say that teaching is an expressive activity with its own ethos is to ask what teaching acts mean both to the teacher and to the student. The ethos reflects what the community of teachers value. It is something they have in common. Improving educational practices, and developing professionalism demands virtues, such as courage, honesty and justice, and thereby placing the responsibility for developing ethically responsible, effective and purposeful practices regarding the use of ICT in the midst of the teacher collective.