1. Essence of Technology
In what follows we shall be questioning concerning technology.
Questioning builds a way. We would be advised, therefore, above all to
pay heed to the way, and not to fix our attention on isolated sentences
and topics. The way is one of thinking. All ways of thinking, more or
less perceptibly, lead through language in a manner that is
extraordinary. We shall be questioning concerning technology, and in so
doing we should like to prepare a free relationship to it. The
relationship will be free if it opens our human existence to the essence of
technology. When we can respond to this essence, we shall be able
experience the technolAlthough it would appear that Heidegger
demonstrates preferential treatment for the ancient or older modes of
man's relationship to the earth and Being, he never quite says it in a
direct manner. The construction and development of the hydroelectric
power plant along the Rhine River brings about a series of revelations
relating to the meaning of Being. Man has set about to challenge nature,
and therefore, modern technology is the means and activity through
which this challenge comes into existence. The following passage truly
captures the heart of what Heidegger means by this challeng A great
deal of research and development has been conducted in order to bring
Information and Communication Technology (ICT) to its current state
of art. ICT was originally intended to serve as a means of improving
efficiency in the educational process (Jones and Knezek, 1993).
Furthermore, it has been shown that the use of ICT in education can
help improve memory retention, increase motivation and generally
deepen understanding (Dede, 1998). ICT can also be used to promote
collaborative learning, including role playing, group problem solving
activities and articulated projects (Forcheri and Molfino, 2000).
Generally, ICT is promoting new approaches to working and learning,
and new ways of interacting (Balacheff, 1993). Consequently, the
introduction of ICT into UK and US schools has provoked a host of new
questions about the evolving nature of pedagogy.
Whether or not changes in pedagogy are contingent on trends and
innovations, is a moot point. The question that should be asked,
however, is: What will be the long term impact of ICT on the teaching
and learning process? It is well documented that ICT changes the
nature of motivation to learn (Forcheri and Molfino, 2000). Another

2. important question is: What kind of skills will teachers need to acquire
in order to be effective in an ICT based lear In this age of rapid change
and uncertainty, there is one thing of which we can be certain - teachers
will need to adapt to change if they are to survive and keep pace with
new methods and technologies. Arguably the area of most rapid change
is that of Information and Communications Technologies (ICT). One of
the questions being asked by many teachers is: What will be the long
term impact of the introduction of these technologies into the
classroom? Another question being raised is: What kind of skills will
teachers need to acquire in order to be effective in an ICT based
learning environment? This paper will address these two important
questions by highlighting the experiences of teachers using ICT in the
United Kingdom, and offering some further examples of established
ICT teaching and learning applications in schools in the USA.