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This brings us to a few questions. How do we interpret our pedagogy in a dynamic educational setting that is truly anywhere, any time, any place and any mode? How do we present a powerful pedagogy that imparts knowledge and skills in such a dynamic environment and still teach with timetables, outcomes-based assessment and classes with a discrete teacher within a discrete classroom. Indeed, how do we visualise the classroom as an organic learning centre yet maintain traditional pedagogy that promotes 'pre-designed syllabi centered (sic) on a fixed course material to be covered' (Lopez 2005).

I wonder about whether we as teachers set the same goals for ourselves.  Do we want to push past our levels of comfort?  Do we want to be scaffolded (or go and find scaffolds for ourselves) to move to higher levels and better outcomes?  Do we want to feel challenged?  Are we willing to use ‘experts’ to support us through the Zone of Proximal Development from watching the expert, doing with the expert and finally becoming the expert?

When we relate these questions to using E-Learning and ICT applications in our curriculum development and teaching, we need to determine whether we are willing to use students as the experts to teach us?  Are we willing to be out of our comfort zone in front of our students, until we have tried and tried again to succeed?

s, finding ways to improve his/her skills, of practicing the new technology.  Wouldn’t it be beneficial for the students to see some of the struggles the teacher is having when learning something new, so the students could realize that learning is a slow process – even for teachers?