JPSY_V7_N2_RP3 Gisli Thorsteinsson Journal on Educational Psychology 2230 – 7141 7 2 17 22 ICT, Virtual Learning Environment, Teachers' Role, Mindset, Responsibilities, Pedagogy Running Information and Communication Technologies (ICT) classes using Virtual Learning Environments s (VLEs) has become a high priority project for many educational institutions, as it offers opportunities for online education and support for conventional education. However, acquiring and deploying a VLE is a difficult task that concerns teachers’ responsibilities and their mindset. The primary author hasrun a series of studies to recognize pedagogical issues of applyingaVirtual Learning Environmentto support educational activities in school education.The main aim of the studies was to identify regarding the teacher’swork that illustrates his mindset and responsibilities during ICT classes in an Icelandic elementary school. The research was based up on the following research questions: a. Which issues influence the teachers’ role in using ICT to support school education? b. How do these issues affect his mindset and responsibilities during ICT classes? c. How can a teacher effectively manage these issues? These questions were viewed using a range of explicit techniques in an action research mode. Data was collected from three, triangulated, studies. The data was analysed and used to formulate a new set of research questions and a more advanced exploration using a following series of case studies. The research indicates that teachers are not always able to make full use of ICT because they lack self-confidence, time for preparation and skill to manage the technology inside the classroom. August - October 2013 Copyright © 2013 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=2468