Very often when we are talking about ICT use in the classrooms, the concern has been centered on the practitioners who will bring in ICT into the classrooms, namely the teachers. It may seem unfair because teachers seemed to be bear the brunt of any new initiative, from those meant to improve the economy those meant to improve the loyalty of their students to their respective countries. Worse many teachers have seen fads come and go and area  little skeptical of things new that is shoved in their direction simply because the additional load due to these new initiatives add to the already burgeoning work load of teachers.

It, therefore, becomes important for teachers school administrators to assist the teachers to make that transition to any new initiative. If we look at the ICT for education initiative, teachers must be assisted in a areas for them to be successful in moving in this direction. When using ICT for education, teachers are expected to:

(a) shift from rote learning to constructing knowledge;

(b) emphasize more on the acquisition of thinking skills;

(c) change their main mode of assessment from the high stakes examinations approach to a more flexible one emphasizing formative evaluation which are likely to require alternative modes of assessment;

(d) teach for transfer of learning so that students find their learning relevant in their lives;

(e) and provide a range of learning experiences for the holistic development of their students.

In short, what is required is a paradigm shift for most teachers.

This is no easy task even for those who are aware of the implications of using ICT for eduaction. Teachers themselves may not see this need for a paradigm shift in the nature of their job. For these reasons alone, school administrators will do well to take any attempt to introduce ICT for education, with deliberate careful planning and stages. Otherwise, all they will achieve is a school with lots of new ICT equipment but old teaching methodologies.