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Technology enhanced learning as transformative innovation: a note on the enduring myth of TEL

Goodchild, T and Speed, E (2018) 'Technology enhanced learning as transformative innovation: a note on the enduring myth of TEL.' Teaching in Higher Education. ISSN 1356-2517

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Abstract

The purpose of this paper is to offer a critical insight into the ubiquity of technology enhanced learning. The use of technology in higher education is underpinned by a promise that technology will enhance teaching and learning despite an apparent lack of systematic evidence. This raises questions of how this enhancement agenda persists, and of how technology has established a position of dominance within higher education. This orthodoxy is evident across a range of relevant actors, from commercial interests, universities, government, academics, and technologists. This paper utilises a critical logics approach, which problematises the competing interests of these different actors, exploring ways in which the social, political and fantasmatic practices between these actors contribute to the ubiquity and dominance of technology enhanced learning. This paper argues that the technology enhanced project resists in-depth critique, with the repeated failure of technology to transform education attributed towards academics, students and institutions.

Item Type: Article
Uncontrolled Keywords: Technology, e-learning, discourse, logics, transformation
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
T Technology > T Technology (General)
Divisions: Faculty of Science and Health > Health and Social Care, School of
Depositing User: Elements
Date Deposited: 06 Sep 2018 10:02
Last Modified: 06 Sep 2018 10:05
URI: http://repository.essex.ac.uk/id/eprint/22946

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