In “Education and Technology: Key Issues and Debates” (2011) Neil Selwyn writes, “The use of technology – and in particular the use of digital technology – is now a feature of most forms of teaching and learning. Yet, despite its prominence, technology use continues to be an area of education that only occasionally receives sustained critical attention and thought – especially from those people who are most involved and affected by it.” To understand this situation, we need to look at our human relationship to technology. We need to understand this relationship as cognitive, cultural, and technological.
Educational institutions have attempted to import information and communication technologies (ICT) into educational practice by investing vast resources in ICT infrastructure: devices, software applications, and network resources. Unfortunately, a commensurate amount of resources have not been invested to examine what it means to change educational practice, in particular, with regards to importing societal and/or business practices with ICT into institutions structured for particular forms of learning.