This paper is a reflection on the history and future of technology-enhanced learning. Over the last century various new technologies were introduced in education. Often, educational revolutions were proclaimed. Unfortunately, most of these new technologies failed to meet the high expectations. This paper reviews the rise and fall of various “revolutionary” learning technologies and analyses what went wrong. Three main driving factors are identified that influence the educational system: 1) educational practice, 2) educational research, and 3) educational technology. The role and position of these factors is elaborated and critically reviewed. Today, again many promising new technologies are being put in place for learning: gaming, social web, and mobile technologies, for example. Inevitably, these are one again proclaimed by its supporters to revolutionise teaching and learning. The paper concludes with identifying a number of relevant factors that substantiate a favourable future outlook of technology-enhanced learning.
|Number of pages||24|
|Journal||Serdica Journal of Computing|
|Publication status||Published - 18 Feb 2010|
- Technology-enhanced learning
- educational technology