Introducing technology alone will not change the teaching and learning process The existence of ICTs does not transform teacher practices in and of itself. However, ICTs can enable teachers to transform their teacher practices, given a set of enabling conditions. Teachers’ pedagogical practices and reasoning influence their uses of ICT, and the nature of teacher ICT use impacts student achievement. 

ICTs seen as tools to help teachers create more 'learner-centric' learning environments In OECD countries, research consensus holds that the most effective uses of ICT are those in which the teacher, aided by ICTs, can challenge pupils’ understanding and thinking, either through whole-class discussions and individual/small group work using ICTs. ICTs are seen as important tools to enable and support the move from traditional 'teacher-centric' teaching styles to more 'learner-centric' methods. ICTs can be used to support change and to support/extend existing teaching practices Pedagogical practices of teachers using ICT can range from only small enhancements of 

teaching practices using what are essentially traditional methods, to more fundamental changes in their approach to teaching. ICTs can be used to reinforce existing pedagogical practices as well as to change the way teachers and students interact. Using ICTs as tools for information presentation is of mixed effectiveness The use of ICTs as presentation tools (through overhead and LCD projectors, television, electronic whiteboards, guided "web-tours", where students simultaneously view the same resources on computer screens) is seen to be of mixed effectiveness. While it may promote class understanding of and discussion about difficult concepts (especially through the display of simulations), such uses of ICTs can re-enforce traditional pedagogical practices and divert focus from the content of what is being discussed or displayed to the tool being utilized. 

A shift in the role of a teacher utilizing ICTs to that of a facilitator does not obviate the need for teachers to serve as leaders in the classroom; traditional teacher leadership skills and practices are still important (especially those related to lesson planning, preparation and follow-up). 

Teacher lesson planning is vital when using ICTs; where little planning has occurred, research shows that student work is often unfocused and can result in lower attainment. 

Preparing teachers to benefit from ICT use is about more than just technical skills Teacher technical mastery of ICT skills is a not a sufficient precondition for successful integration of ICTs in teaching. 

Teachers require extensive, on-going exposure to ICTs to be able to evaluate and select the most appropriate resources. However, the development of appropriate pedagogical practices is seen as more important that technical mastery of ICTs. 

Even in the most advanced school, very few teachers typically have a comprehensive knowledge of the wide range of ICT tools and resources. 

The use of technology in everyday teaching and learning activities appears to be more important than specific instruction in "computer classes". While the development of technology skills is seen to have a role in the teaching and learning process, it is more important as an enabler of other teaching and learning practices, and not too important in and of itself. Schools that report the highest levels of student ICT-related skills and experience are often not those with heavy computer course requirements, but rather ones that made 

use of ICTs on a routine basis throughout the teacher professional development and the teaching and learning process. 

Students are more sophisticated in their use of technology than teachers In some countries, there appears to be a great disconnect between student knowledge and usage of ICTs the knowledge and abilities of teacher to use ICTs. This suggests that teacher inexperience and skill deficiencies may often be an important factor inhibiting the effectiveness of ICT use in education by students.