The author evaluates the contradictory situation in the modern education system. The IT technologies offer to students the opportunity to achieve a certain level of self-education, however, the knowledge from such studies is not always complete. The use of IT changes the students' perception of the world too. For students who often use the computer, the world becomes fragmented, non-systemic, dominated by visual perception, acquire a large role in the game, fantasy and reality are mixed. These discrepancies suggest that the teacher cannot rely on the fact that the student's self-learning solves all problems. If the teacher is not the main source of information, however, he retains some role of knowledge selector or guide, thereby encouraging students to develop and improve their knowledge. Teacher's task is complicated by the fact that in the new situation of each student's path to knowledge has been more individual, than the earlier collective training system. Teachers are less likely to sense the reality is each student's needs. Therefore the author suggests the dialogical approach as topical today. The principal component of this approach is a teacher and pupil dialogue, based on equal rights, valid arguments and common sense that the learning objectives are important for both sides. The introduction of the dialogue in post-Soviet schools is not an easy task. School leadership has often dominated by a directive management style, for which used well by teachers. The students do not know how evaluate their needs and do not know how to make orders to the teacher. To find out what attitude to dialogue is more widespread in society of history teachers, the author has carried out a survey completed by 208 teachers from across the country. Based on the survey results, the author concludes that the Latvian teachers would be willing to dialogue. As a key of the obstacles for dialogue the author recognizes politically unresolved question of teacher and student autonomy and too big influence of normative thinking in education that did not encourage students to identify their needs.