Examining Pedagogy

In the article, E-Moderating Personas by Averinou and Andersson, the question of what the teacher holds dear in terms of pedagogy arises.  It was interesting to see that irrespective of the delivery method, whether online or in a traditional classroom setting, the pedagogical foundations seemed to surface.  For example, Henrik wished for synchronous online conferences while for Linda they were not.  Why would it be important to mimic a traditional synchronous classroom setting in an online environment?  Is there value in this?  What does this tell us about Henrik?
When I read this article, I was reminded of the SMART Board initiative in our school board.  When SMART Boards were rolled out to all classrooms, the training was focused on the utility of the technology, not the pedagogy behind it.  Consequently, as our Learning Leaders have reported, the boards have become in some cases, a glorified whiteboard.  If teachers were subscribing to a stand-and-deliver lecture approach with a whiteboard before, how could we expect them to do differently in front of a SMART Board with no attention to pedagogy?
The article emphasizes the teachers' "online training experiences, but over and above their constructivist teaching philosophies"(p. 363) as instrumental to their success.  For eLearning to be a successful medium for teaching and learning, we must delve deep into the why before we attend to the how.  We know the technology is there to offer online learning experiences, but without teachers understanding the why, I feel we are destined to repeat our experience with the SMART Board initiative.