Dominant Perspectives on ICT & Higher Education (original) (raw)

The application of technology into teaching and learning is a fairly new phenomenon in higher education environments. While the intake trends are growing at an increasing rate in academic institutions however, the conceptual framework is lagging behind. There is a lack of consensus on conceptions of a relationship between ICT and learning processes in academia. As a result, it is difficult to understand motivations for educational technology intakes, and to make sense of ICT adoption patterns, trends, and processes within and between higher education institutions. In view of this complexity, this paper analyses the common concepts, meanings, and implications attached to the interaction of technology and education by academics, IT practitioners, institutional policy makers, and the literature in higher education institutions. The paper draws on a recent study of ICT, education, pedagogy and change -by Czerniewicz, Ravjee, and Mlitwa (2005)