Thanks for your comment.
Just wanted to follow up quickly on one thing. You mention a comment from someone who said that "Everyone at university knows the best teachers are the ones who don't use ICT." Even if this is true (and of course we have here a single data point unsupported by any hard data), we should remember that correlation is not causation. (I know you know this, of course!) As a practical matter, and like it or not, teachers will increasingly be actors in increasingly technology-rich learning environments. How ever one defines teacher 'effectiveness' (and this can be defined in all sorts of ways), it is hard to imagine that a facility and fluency with various technology tools won't be an important component of this effectiveness going forward. Now, it may be that this facility and fluency helps 'the best' teachers make better informed judgments about when to use which tools, and when not to, based on their specific domain expertise (content mastery) and their understanding of student learning needs. This ability may even help come to define who some of our 'best' teachers are (if it doesn't already). It isn't then about whether or not teachers are using technology, but how, why, and to what end. Just because a teacher in 2013 does 'do the Internet thing', for example, doesn't automatically make her a 'bad' teacher (although, depending on where she lives in the world, I might suggest that this should at a minimum raise a few eyebrows). It doesn't automatically make her a 'good' teacher either.