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 

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. 

Teachers most often use ICTs for 'routine tasks' (record keeping, lesson plan development, information presentation, basic information searches on the Internet). 

Teachers more knowledgeable in ICTs use utilize computer assisted instruction less than other teachers who use ICTs, but utilize ICTs more overall. 

Types of usage of ICTs correlate with teacher pedagogical philosophies. Teachers who use ICTs the most -- and the most effectively -- are less likely to use traditional 'transmission-method' pedagogies. Teachers who use more types of software tend to practice more "constructivist" pedagogies. 

The way ICT is used in lessons is influenced by teacher knowledge about their subjects, and how ICT resources can be utilized and related to it. 

Teacher content mastery and understanding of student comprehension make ICT use more effective The evidence shows that when teachers use their knowledge of both the subject and the way pupils understood the subject, their use of ICT has a more direct effect on student achievement. 

The effect on attainment is greatest when pupils are challenged to think and to question their own understanding, rather than on exposure to new and additional information. 

By providing access to updated and additional learning resources, ICTs can enable teacher self-learning in his/her subject area. 

On-going teacher training and support is critical to the successful utilization of ICTs in education Teacher training and professional development is seen as the key driver for the successful usage of ICTs in education. 

Traditional one-time teacher training workshops have not been seen as effective in helping teachers to feel comfortable using ICTs, let alone in integrating it successfully into their teaching. Discrete, 'one-off' training events are seen as less effective than on-going professional development activities. 

Successful on-going professional development models can be divided into three phases: pre-service, focusing on initial preparation on pedagogy, subject mastery, management skills and use of various teaching tools (including ICTs); in-service, including structured face-to-face and distance learning opportunities building upon pre-service training and directly relevant to teacher needs; and on-going formal and informal pedagogical and technical support, enabled by ICTs, for teachers, targeting daily needs and challenges. 

Effective teacher professional development should approximate the classroom environment as much as possible. "Hands-on" instruction on ICT use is necessary where ICT is deemed to be a vital component of the teaching and learning process. In addition, professional development activities should model effective practices and behaviours and encourage and support collaboration between teachers. On-going professional development at the school level, using available ICT facilities, is seen as a key driver for success, especially when focused on the resources and skills directly relevant to teachers’ everyday needs and practices. 

Professional development should include methods for evaluating and modifying pedagogical practices and expose teachers to a variety of assessment methods. 

A needs assessment should precede the creation of and participation in teacher professional development activities, regular monitoring and evaluation should occur of these activities, and feedback loops should be established, if professional development is to be effective and targeted to the needs of teachers. 

On-going and regular support is essential to support teacher professional development and can be facilitated through the use of ICTs (in the form of web sites, discussion groups, e-mail communities, radio or television broadcasts). 

Shifting pedagogies, redesigning the curriculum and assessment, and providing more autonomy to the schools help to optimize the use of ICT. With sufficient enabling factors in place, teachers can utilize ICTs in as ‘constructivist’ a manner as their pedagogical philosophies would permit. 

Teachers must have adequate access to functioning computers, and be provided with sufficient technical support, if they are to use ICTs effectively. 

Adequate time must be allowed for teachers to develop new skills, explore their integration into their existing teaching practices and curriculum, and undertake necessary additional lesson planning, if ICTs are to be used effectively. 

Support of school administrators and, in some cases, the surrounding community, for teacher use of ICTs is seen as critical if ICTs are to be used at all, let alone effectively. For this reason, targeted outreach to both groups is often necessary if investments in ICTs to support education are to be optimized. 

Communities of practice can be important tools to support teacher professional development The existence of formal and informal communities of practice and peer networks can be important tools to support ICT in education initiatives and activities. Such support mechanisms can be facilitated through the use of ICTs. 

As the introduction of ICTs to aid education is often part of a larger change or reform process, it is vital that successful uses of ICTs are promoted and disseminated.