Knowledge infrastructures, digital higher education and the hidden curriculum
Less attention has been given to the ways in which they reconfi gure the practices, management and governance of the academy through new forms of data, representation, audit, comparison and accountability or the reconfi gurings of the hidden curriculum they may enact (Williamson 2014, 2015, Edwards & Carmichael 2012). The latter is particularly signifi cant when these technologies are deployed as part of strategies to address exclusions and inequities, as they may embed different inequalities rather than overcome them. Nor have these debates signifi cantly impacted upon the discussion of or training courses for learning to teach in higher education. Technologies tend to be presented as providing new resources or tools rather than there being deeper discussion of how they might reconfi gure the possibilities for teaching and learning in more profound and perhaps problematic ways.