Myths and Realities about Technology Enhanced Learning

Abstract

The article deals with some myths about teachers’ role in a technology enhanced learning process. The spectrum of myths under discussion ranges from complete rejection of ICT to their overidealization. We have come across these myths in the context of teacher education both in national and international setting. The paper is focusing on several in-service teacher training courses on interactive teaching methods, on new technologies in education, and on computer skills. The main problems are due to the prevailing attempts bringing the new technologies to an existing school setting which is teacher-centered, with practically fixed curriculum, treating ICT as an object of study… Such conditions make it natural for the teachers to feel uncomfortable and even insecure in a technology enhanced environment where students are more experienced technically. We discuss the effects of applying a recently developed methodology (known as I*Teach) towards altering the viewpoint of the teachers about the changes in their role.