The evaluation of current literature regarding Information Communication Technology (ICT) in education reveals the most significant obstacles facing its successful incorporation into schools and teachers' pedagogies. As with any pedagogy, ICT is constantly changing and developing, and it is crucial, now more than ever, that great consideration is put towards how pedagogies involving ICT might evolve. In order for pedagogy to keep up with the ever widening chasm between technology that is available to use, and what is actually incorporated into pedagogical practice, the barriers to successful integration must be considered.'