ABSTRACT
Schools face multiple pressures in the twenty-first century, including engagement with more ways of employing information and communication technology (ICT) in learning and teaching, and changing curriculum and teaching practices to foster the development of the lifelong learning abilities of students. Many countries announced their ICT in education plans at the turn of the millennium, often in conjunction with or as part of nationwide education reforms. These policy initiatives were often coupled with major investments to equip schools with the necessary ICT infrastructure and to provide staff development opportunities to teachers. It is important now to consider the impact these changes have had on teachers and teaching. This can provide the basis for identification of trends in the development of learning and teaching practices and the associated changes in teachers’ roles and competences over the first ten to fifteen years of the new millennium, and consideration of the extent to which these trends are similar across different countries. This chapter addresses these issues through the analysis of case study data from 28 countries, collected as part of an international comparative study of innovative pedagogical practices using ICT.
