Teaching innovation in university education, especially when based on the use of information and communication technology (ICT), is a long process and is strongly conditioned by many variables such as the specific cultural context, the availability of resources (human and technological), the level of knowledge the faculty members possess on the educational use of ICT, the different role they are required to cover if they intend to adopt and promote Technology Enhanced Learning (TEL), and so forth. In dealing with these issues, this article focuses on two primary objectives: one analyzing the teachers' trends in their choice of a specific TEL approach when intent on innovating their teaching with the support of ICT; the other reflecting and offering suggestions regarding the main problems that often condition these trends. Therefore, first the different TEL approaches will be categorized according to their level of complexity and commitment required by teachers in reassessing their teaching methods. Then careful consideration will be given to the technological aspects of adopting TEL (in particular e-learning) as well as to recognizing different status for those teachers who no longer restrict themselves to classroom teaching but who intend to complement it, or even actually replace it integrally, using typical teaching strategies of online education. (Contains 4 figures and 6 notes.)