ABSTRACT
So where do we start when we want to actively plan for the incorporation of educational technology in a course in order to facilitate learning, not impede it? Th e Electronic Training Needs Analysis (ETNA) in Scotland (Dailly & Price, 2007) surveyed the situation in the Further Education network and compared this with previous surveys in 2001 and 2003. Among the many conclusions and recommendations noted, three stand out as generalities that could be applied to the entire formal education sector:
1. Th e enormous development of the technical capacities of IT systems, even over the previous six years since the fi rst survey;
2. Th e hugely improved access (individual and institutional) to online resources and networks; and
3. Th at “the rapid pace of change presents a challenge to staff in simply being aware of the possibilities presented by new technologies” (Dailly & Price, 2007, p. 7).
