The aim of this study was to determine the recent pedagogical literacy requirements in the technologically supported lessons. In this study, case study which is one of the qualitative research methods was used. The participants of the study included 12 voluntary classroom teachers who were in service in three different private primary schools during the spring term of 2011 to 2012 academic year. Participants stated that the teaching methods and techniques were not regularly carried out in the technologically supported lessons. According to the teachers, the biggest problem in the technologically supported lessons is the insufficiency of face-to-face communication with the students. Participants emphasized that students could learn well with different learning activities and different examples because of having different individual characteristics, different learning speed and learning capacity.