ABSTRACT
Changing educational practice involves a leap of faith, particularly when unfamiliar techniques (such as teaching with new technologies) are involved. In any such example of change, some of the wide range of issues-technical, pedagogical and cultural-are likely to fall outside academics’ areas of expertise. Consequently, ways of providing guidance and support have become particularly important. Processes of planning and reflection can be adopted to ensure that these changes are based on an understanding of their role and context, rather than on blind faith or fashion, particularly if these processes are underpinned by expert knowledge, theory and examples.
