ABSTRACT
Many higher education curriculum design initiatives involving Information and Communication Technology are conducted within the spirit of a much declared principle that the pedagogy must lead the technology. This principle has become something of a mantra to be recited gravely at any event that invites dissociation of traditional academic practices from geekly interference. It is also embodied in a number of e-learning strategy documents which insist that e-learning should be driven by pedagogical considerations rather than the demands of the technologies themselves. Take, for instance, the following statement from the Higher Education Funding Council for England’s consultation document on a UK e-learning strategy:
We believe that the technology should follow the learning and teaching objectives and not the other way round.
