Why hasn’t technology revolutionised teaching in Higher Education?

I’m currently working towards an MA in Academic Practice – it’s been quite interesting so far and is focusing on research methods (however it is taking up a fair chunk of my time, which is why I have been quieter recently!). This is just a short one exploring some ideas that recent readings have sent whirring around my head.

This weekend I’m reading Why hasn’t technology disrupted academics’ teaching practice? Understanding resistance to change through the lens of activity theory (Blin & Munro 2007). This is a follow up reading after having read Technology Enhanced Learning and teaching in higher education: What is ‘enhanced’ and how do we know? A critical literature review (Kirkwood & Price 2014),  which has highlighted to me how many technological interventions in learning and teaching are trying to replicate existing teaching and learning processes.

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