“A gap has arisen between the substantial changes in practice that are being asked of the teaching profession and the means and resources that are thus far available to address these changes. To provide even minimal support for teachers during the change process would require: intensive experiences that allow them to be immersed in the new ideas and approaches, including hands-on practice with the activities they will be asking of their students; follow-up mentoring for at least two years that focuses on problems that arise as they try things in their own circumstances; reflective dialogue with others who are doing the same job; and regular opportunities to see how other people and schools work [emphasis added]” (43-44).

“It appears that people in different locales benefit from these models as images, yet need to interpret how new ideas and approaches make sense in their own heads and their local systems. Conditions that help people take their own small steps of invention appear to characterize places and projects where changes take root. Sustained reflection and critical conversation appear to be basic conditions for reframing, reseeing, and adapting new approaches. There is little tradition of this kind of professional culture and exchange among education practitioners in this country. One important role for technologies is as backbone for an invigorated, vibrant professional community among educators. This will not happen, however, without considerable effort to design the technologies and the social structure of their use with this objective made explicit [emphasis added]” (47-48).

Jan Hawkins, "Dilemmas." Education and Technology: Reflections on Computing in Classrooms. Ed. Charles Fisher, David C. Dwyer, and Keith Yocam. San Francisco: Jossey-Bass, 1996. 35-50.