This chapter lays contextual foundations for the study and application of technology-enhanced learning design. Key drivers for the integration of technology into learning are identified, including the intrinsic desire to improve learning outcomes, the development of student digital learning skills, curriculum and syllabus specifications, professional requirements, providing greater access to learning, and catering to student dispositions. The need for a critical approach is established, for instance, by avoiding misconceptions such as ‘digital natives’ and ‘technological determinism.’ A ‘scholarship of teaching’ perspective that uses research evidence as a basis for technology-enhanced learning design is selected as the means for further inquiry.
Bower, M. (2017), "Technology Integration as an Educational Imperative", Design of Technology-Enhanced Learning, Emerald Publishing Limited, Bingley, pp. 1-16. https://doi.org/10.1108/978-1-78714-182-720171001
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