Around the world,teachers were still mainly using traditional approaches to teaching and learning.Their aspirations for achieving lifelong learning and connectedness related curriculum goals were generally higher than what had been realized through the teaching and learning activities they reported.As can be seen in Figure 7,in most systems such as Catalonia,Finland and Israel,there was a stronger 21st century orientation in the ICT-using teaching and learning practices compared to pedagogical practices in general.However,ICT adoption per se does not determine pedagogical orientation as evidenced by the observation that in a few systems,such as China-Hong Kong and Chinese Taipei,that ICT-using practices exhibited a stronger traditional orientation.