Since the mid-1990s, many global, regional and national policy documents have been published that put forward strong arguments for ICT to be used in schools in order to realize new goals of education which are seen to be important for the 21^st century. These include goals such as developing lifelong learning skills and the ability to engage in collaborative knowledge creation and problem solving with peers and experts around the world. It is the transformative uses of ICT to support system-wide education reform initiatives that are most challenging. This paper highlights the disruptive role of technology in such innovations and argues for the need for teacher learning to go beyond the TPCK framework of teacher knowledge for ICT use in teaching and learning put forward .by Mishra & Koehler (2006). To be able to innovate their educational practice, teachers need to develop meta-cognitive, social and socio-metacognitive capacities. Further, professional development must address issues of educational values and epistemological beliefs which provide the orientation and motivation for teacher learning. Teacher preparation initiatives should thus prepare teachers to engage in pedagogical innovation that leverages on the disruptive potential of ICT. The educational values influence the teacher’s perception of what are the important content goals (CK) as well as the pedagogical choices adopted. Designs of professional development to build such orientations and capacities would be more effective if the teacher learning is to take place in the context of a professional network of innovators sharing similar aspirations and challenges. The final part of this paper describes a “prosumer” model of teacher learning that focuses on building an ecology conducive to teacher learning in the 21^st century. 
 

Nancy Law is Professor and Head of the Division of Information and Technology Studies in the Faculty of Education and the Director of the Centre for Information Technology in Education at the University of Hong Kong. She obtained her BSc and MPhil in Physics as well as her teaching qualification from the University of Hong Kong, and received her PhD in Science Education from the Institute of Education, University of London. Prof. Law has served on various advisory committees on IT in education within and outside of the University of Hong Kong, and is currently a member of the Steering Committee on Strategic Development of Information Technology in Education of the Hong Kong SAR government and a member of the Advisory Panel of the Microsoft Partners in Learning program in Hong Kong. She has served on the International Steering Committee of the Second International Information Technology in Education Study (SITES) and the Steering Committee of the APEC Cyber Education Consortium. She has conducted numerous evaluative studies as well as research and development projects related to information technology in schools. She is currently leading the research design and reporting of the Second Information Technology in Education Study (SITES) 2006, a Study conducted under the International Association for the Evaluation of Student Achievement (IEA) as a member of the International Study Consortium. Her research interests include international comparative studies of pedagogical innovations and information technology, models of ICT integration in schools and change leadership, computer supported collaborative learning and the use of expressive and exploratory computer-based learning environments. She led the development of the iconic modeling tool, Worldmaker, which has been used in science classrooms in a number of countries for supporting the exploration and better understanding of complex phenomena, including ecology and conservation.