Teacher training and on-going, relevantprofessional development are essential if benefits frominvestments in information and communication technologies(ICTs) are to be maximized. A shift in the role of a teacherutilizing ICTs to that of a facilitator does not obviate theneed for teachers to serve as leaders in the classroom;traditional teacher leadership skills and practices arestill important (especially those related to lessonplanning, preparation, and follow-up). ICTs seen as tools tohelp teachers create more 'learner-centric'learning environments in Organization for EconomicCo-operation and Development (OECD) countries, researchconsensus holds that the most effective uses of ICT arethose in which the teacher, aided by ICTs, challengepupils' understanding and thinking, either throughwhole-class discussions or individual/small group work usingICTs. ICTs are seen as important tools to enable and supportthe move from traditional 'teacher-centric'teaching styles to more 'learner-centric' methods.Pedagogical practices of teachers using ICTs can range fromonly small enhancements of teaching practices, using whatare essentially traditional methods, to more fundamentalchanges in their approach to teaching. ICTs can be used toreinforce existing pedagogical practices as well as tochange the way teachers and students interact.
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