Looking at educational debates both from a policy and an educational researcher and instructional design consultant perspective, one could expect teaching to have left traditional teaching practices of teacher recitation and student seatwork. EU promotes inquiry based and entrepreneurial teaching (EACEA, 2012; Rocard et al., 2007), OECD asks researchers to draw up innovative teaching and learning (OECD, 2013), governments reform education to promote authenticity education (Undervisningsministeriet, U.å.), researchers investigate conditions for innovative teaching (Shear, Gallagher, & Patel, 2011), and use empirical evidence to argue that teaching needs to be improved (Reigeluth & Carr-Chellman, 2009). This accordance between policy, research and instructional designer theory are suggestive, but how do the teaching practices actually look? And did they develop in recent years? This paper investigates the development of 8th grade science and math teachers' teaching methods from 2006 to 2013 in five European ICILS-2013-countries (Denmark, Norway, Lithuania, Slovak Republic, Slovenia) who participated both in ICILS 2013 and in SITES 2006 (IEA-Second Information Technology in Education Study, Law, Pelgrum, & Plomp, 2008). The paper discusses how to categorize teaching practices based on SITES and ICILS data on teaching and learning activities. The categorization is theoretically based on instructional design theory (Reigeluth & Carr-Chellman, 2009) and Ryder's (2014) overview of Instructional Design Models. The data is analyzed using factor analysis and compared using t-test. The teaching practices observed in SITES 2006 and ICILS 2013 do not seem to conform to the accordance in policy, research and teaching consulting. Teaching practices are (still) rather traditional. The two studies give valuable insights into teaching practices, but the data does not to any great extent exhibit loading on theoretically identified factors related to teaching methods. Therefore the paper concludes with a discussion of how to improve survey instruments seeking insight into teachers' teaching practices.

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