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66% of teachers surveyed indicated that they received less than eight hours of technology training in the previous year. 13% if those received no training at all. That is simply absurd.

Here is a suggestion though. Instead of pouring money into the latest and greatest item and relying on the "wow" factor to keep students paying attention, schools should invest in professional development workshops that teach instructors how to create interactive and dynamic learning environments using the technology they already have. If they do this, schools will find that their dollar goes a lot farther towards improving student performance.

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).