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Avoiding technology‐enhanced non‐learning
Author(s) -
Kinchin Ian
Publication year - 2012
Publication title -
british journal of educational technology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.79
H-Index - 95
eISSN - 1467-8535
pISSN - 0007-1013
DOI - 10.1111/j.1467-8535.2011.01264.x
Subject(s) - citation , library science , computer science , artificial intelligence , art history , media studies , sociology , history
The inclusion of digital technology into university teaching is now taken for granted as part of the landscape of higher education. Whilst there is enormous enthusiasm for the application of technology-enhanced learning (and considerable sums of money currently being spent on TEL initiatives), it is also clear from the literature that there has not been universal satisfaction in the past with the progress that has been made to integrate new technologies into teaching. This dissatisfaction has been due to the manner in which technological innovation has sometimes been introduced, or due to perceived barriers to the adoption of technology into existing teaching environments.